Resumen

CHEFER, Claudiane  y  OLIVEIRA, André Luis de. Astrobiology and science education: articulations in the emerging educational paradigm. Rev. Diálogo Educ. [online]. 2022, vol.22, n.72, pp.169-194.  Epub 19-Sep-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.072.ds08.

Among the current approaches to scientific research, which seek from a multidisciplinary viewpoint to study the complex scientific problems that involve the possibility of life being intrinsic to the Universe, is Astrobiology. Given the integrative assumptions of an innovative area of ​​scientific investigation, he was concerned to ask: Can the perspective of the paradigm of complexity put a perspective on the teaching of astrobiology topics in science education? What are the possibilities of articulations that can support this work? In this research, part of a Master's Dissertation defended in 2020, we sought to point out the consonances between the Complexity Paradigm and the emergence of Astrobiology as a field of scientific research, with ways of tracing aspects regarding the possibilities of perspective of teaching life in universe guided by the perspective of complexity in the context of Education for Science. For this, a Qualitative Research of bibliographic nature was used, based on Systematic Review. Through the analysis, the disciplinary dimensions of knowledge were discussed, as well as a general parameter of Astrobiology as a re-emerging research field of science and its potential in the educational context was presented. Therefore, it was possible to articulate and infer possibilities that can be mobilized when working on Astrobiology themes in science education guided by the paradigmatic approach to complexity. Thus, the aim of this study was to urgently forward and claim, and above all, expand educational actions aimed at the progress of paradigm shifts and thought reforms that contemplate the construction of a planetary consciousness.

Palabras clave : Astrobiology; Systematic review; Complex thinking; Complexity; Science teaching.

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