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Research Lines & Concepts
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Teacher preparation programs and continuing teacher education for both school and out-of-school contexts |
| Curriculum Studies and biodiversity, including its relations with the Brazilian curricular standards and the reduction of the curricular components on biodiversity over the years |
| Science Communication and biodiversity |
| An expansion on (bio)diversity concepts to inspire education and communication |
| To promote a deepening of the specific characteristics on the fields of Environmental Education and Biodiversity Education, which cannot be taken as designating the same epistemological field. As well as for the fields of Conservation Education and Education for Sustainable Development |
| Citizen Science and collaborative science (to be analyzed as processes) |
| Study of possibilities that allow young people to become more interested in local biodiversity, having access to traditional knowledge and the results of scientific research |
| The contributions of Education and Communication in the discussion about Nature’s Contributions to People and Ecosystem Services |
| Economy of sensations and the commodification of nature |
| Aesthetics, Images and Cultures of (bio)diversity |
| The relationships of Biodiversity Education and Communication with the epistemologies of the south |
| Conceptions, representations and cognitive processes of the learner and the trainer in Environmental Education and Biodiversity Education |
| Research related to Education and Environmental Management and Governance, especially in conservation areas and their relationship with local populations |
| The role of Biodiversity Education and Communication for the creation of Public Policies |
| Environmental perceptions and sensitivities |
| The relationships between human, non-human and new modes of sustainability on Planet Earth |
| Socio-cultural imaginary and environmental preservation |
| The role of ex-situ biodiversity under the tutelage of the State of São Paulo in the production of knowledge about Biodiversity |
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Methodological Approaches
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Co-production of knowledge |
| Participatory research and popular knowledge in ethnobiology and in biodiversity conservation research projects |
| Citizen Science and Collaborative Science |
| Diversification of methodologies: quantitative, qualitative, mixed, participatory, case study, use of software etc |
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Management & Infrastructure
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The possibility, for the Education and Communication projects, to produce materials and to investigate the materials produced |
| To increase the interaction between projects (in the area of Education and between projects in Biodiversity Education), with the promotion of articulations between the areas while maintaining the specificities |
| Creation of a Biodiversity Education and Communication Agenda, in a specific and permanent working group, in order to build guiding parameters for the management of public policies related to biodiversity that have Education and Communication as one of the truly significant key pieces |
| Specific Calls for Education and Communication but also inclusion of the Education and Communication dimensions in other Calls (not only in an instrumental way, but as a research area) |
| Articulation with the coordination of the Education and Communication areas at Fapesp for the creation of an area about Teaching and Learning specific topics (“Ensino de”) |
| Articulation with the Fapesp’s Science Media Program |
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