Projectos aprovados pela Direcção Regional da Ciência e Tecnologia

A Direcção Regional da Ciência e Tecnologia aprovou, em 2008, os projectos seguintes do Departamento de Ciências Agrárias da Universidade dos Açores:

M2.1.2/F/028/2008 - Valorização dos produtos lácteos dos Açores – Bioactividade, sob a responsabilidade do Professor Oldemiro Aguiar do Rego do Centro de Investigação e Tecnologias Agrárias dos Açores (CITA-A).

M2.1.2/I/027/2008- Identificação Molecular de Microrganismos com interesse biotecnológico de Produtos Açorianos sob a responsabilidade dp Professor José Estevam da Silveira Matos do Centro de Biotecnologia dos Açores (CBA).

M2.1.2/F/022/2008 -Variação do perfil dos ácidos gordos de embriões bovinos produzidos in vitro/in vivo e seu efeito na sua qualidade e na actividade metabólica após criopreservação, sob a responsabilidade do Professor Joaquim Moreira da Silva do Centro de Investigação e Tecnologias Agrárias dos Açores (CITA-A).

M2.1.2/F/021/2008 - Valorização dos produtos lácteos dos Açores – Bioactividade sob a responsabilidade do Professor Oldemiro Rego, do Centro de Investigação e Tecnologias Agrárias dos Açores (CITA-A).

M2.1.2/I/003/2008 - Consequências das alterações de uso de solo na fauna de artrópodes dos Açores - Objectivo 2010, sob a responsabilidade do Doutor Pedro Miguel Bondoso Cardoso do Centro de Investigação e Tecnologias Agrárias dos Açores (CITA-A).

M2.1.2/I/007/2008 - Perspectivas sobre o mar e a vida marinha: Cetáceos e turismo nos Açores, Portugal e Newfoundland, Canadá sob a responsabilidade da Doutora Alison Neilson do Centro de Investigação e Tecnologias Agrárias dos Açores (CITA-A).

M2.1.2/I/012/2008 - Isolamento de sequencias analogas a genes de resistência em Olea europea sob a responsabilidade da Doutora Iris Foroni do Centro de Biotecnologia dos Açores (CBA).

Considering relationships of words, thoughts, and “knowledge”: Following ecological principles to enhance research and education

Considering relationships of words, thoughts, and “knowledge”: Following ecological principles to enhance research and education
Alison L. Neilson, Rosalina Gabriel, Luzia Cordeiro Rodrigues, and Ana Moura Arroz. Background/Question/Methods
In asking how to transmit enhanced understandings, we ignore the inherent complexities of human ecology and limit rather than further ecological thought, research and education. Instead, we need to study human knowledge and education in the same fashion as we study ecology, namely be concerned with “the relationships between organisms and their past, present, and future environments…includ[ing] physiological responses of individuals, structures and dynamics of populations, interactions among species, [and] organization of biological communities” (ESA website). This work discusses two studies which take such an ecological approach using qualitative methods including free expression, photographs, drawings, semi-structured and narrative interviews, and meditative visualizations. Researchers followed phenomenografic and narrative arts-based approaches. The first study looked at how children experience the environment. The research was carried out on Terceira Island (Azores, Portugal) with 75 fourth grade children from rural backgrounds and parents with few years of formal schooling. The second study investigated how adults understand their work as environmental educators. It included educators from Tanzania, Paraguay, Colombia, Brazil, Iran, and Canada who take a social critical approach to the environment.
Results/Conclusions
The first study showed similar trends as in other research, i.e., most of the children seem to visualize the environment as a determined space. However, a small percentage of the children, 7.3%, clearly showed a complex understanding in which they are embodied as part of the environment. Unlike research which points to experiences “in nature” as important for inspiring environmental pursuits, the second study broadened the inclusion of people, ideas and events as important. It also points to the ways power operates within research: the power of the words used to ask questions dictate responses; the power of the researcher’s presence upon the participants’ input; and the power of words, images and concepts to keep researchers and educators from being cognizant of complex understandings. These two studies suggest that researchers need to be self-reflexive about their ability to hear what children and adult participants are saying. Research and education methods, which move beyond “subject” and “object” in language, are needed if we want to hear something other than environment being portrayed as object or place.
This work explore the methodologies used and the relationship between these two research projects and the implications for enhancing ecological thought, research and education.

(In the 93rd ESA Annual Meeting)