O aquecimento global numa abordagem de sistemas complexos

• Ano de defesa: 2013
• Autor(a) principal: OLIVEIRA, Rubens Filipe de Arruda Amorim
• Orientador(a): NOGUEIRA, Romildo de Albuquerque
• Banca de defesa: MENDES, Iran Abreu, TENÓRIO, Alexandro Cardoso, OLIVEIRA, Maria Marly de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Aquecimento global; Teoria do caos; Complexidade
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7467

Based on the principles of the complexity, this study analyzes the concepts of undergraduate students in Physics and Mathematics UFRPE, about the Global Warming (GW) and Chaos Theory (CT). This theory was worked as a resource to understand the Global Warming. The initial phase of our research identified through interviews the conceptions of chaos of 60 people (students, professors and other university officials). Four students (two of physics and two of mathematics) were chosen to participate of a workshop about the Global Warming and Chaos Theory, in which the methodological procedure was Dialectical Hermeneutic Circle (DHC). This procedure permitted investigates the student’s conceptions about global warming, chaos theory and the relationship between them. In the initial phase, the results showed a diversity of point of views on both themes, all emerging of the common sense. However, after the application of DHC, the conceptions the students were close to that established by contemporary science. The data analyzes showed that the methodology used in this work was adequate to build the relationship between GW and CT. Therefore, we consider our methodological procedure relevant for to promote contextualized teaching of mathematics, physics and other areas of learning that require a complex perspective on the contemporary knowledge.