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Setembro de 2018
GEEvH’s Portfolio
Group of Studies in Human Evolution
September of 2018
CONTEÚDO | CONTENT
2. Objetivos | Goals 2
5. Contactos | Contacts 42
6. Referências | References 43
1 | APRESENTAÇÃO
PRESENTATION «[…] can we
Over the last decade, GEEvH’s members – always working on a voluntary basis – have developed a set of
initiatives that aim, not only to communicate the last scientific discoveries but also to reinforce the [4]
interdisciplinarity that underlies knowledge in human evolution.
Accordingly, three major areas of action were progressively established:
1) The development of scientific and pedagogical activities for children and to the general public;
2) The organization and support of scientific meetings;
3) The release of two free online publications.
4.1 | ATIVIDADES PEDAGÓGICAS
PEDAGOGICAL ACTIVITIES
Noções básicas de osteologia humana: O que é o sistema esquelético? Como são constituídos os ossos?
Como se desenvolve o esqueleto? Quantos ossos têm as crianças e os adultos? Quais as funções do
esqueleto? Pequena introdução ao trabalho do antropólogo no campo (escavação e recuperação dos
esqueletos) e em laboratório (estudo dos esqueletos e informações recolhidas (p.e., idade, sexo,
ancestralidade, doenças, dieta, etc). [8]
Basic notions of human osteology: What is the skeleton? What are bones made of? How does the
human skeleton develop during fetal life? How many bones do children and adults have? What are the
main function of the skeleton and joints? Short introduction to the work of the biological anthropologist
in the field, during the recovery of the skeletal remains, and in the laboratory, focusing on the type of
information that can be retrieved from ancient bones (e.g., sex and age at death of the individuals,
ancestrality, diseases, diet, among others).
Portfólio do GEEvH GEEvH’s Portfolio
«Informal science
learning experiences
are believed to lead
to further inquiry,
enjoyment, and a
A DANÇA DOS ESQUELETOS | DANCE OF THE SKELETONS sense that science
learning can be
personally relevant
and rewarding.» (Bell
Atividade prática | Hands-on activity et al., 2009: 11)
Jogo da dança dos ossos: Inspirado no “Jogo da Glória”, este jogo é constituído por um circuito de
questões e desafios teóricos cuja concretização efetiva culmina com a simulação de uma escavação em
caixa de areia e identificação dos ossos recolhidos.
Bone’s Dance: roll-and-move game comprised of several questions that finishes in the simulation of an [9]
excavation in a sandbox.
Portfólio do GEEvH GEEvH’s Portfolio
«Informal
environments can
stimulate science
interest, build
learners’ scientific
O PRINCIPIO DA MACACADA| MONKEY BUSINESS knowledge and skill,
and—perhaps most
importantly—help
people learn to be
Objetivos | Goals more comfortable
and confident in their
relationship with
Dar a conhecer a taxonomia da Ordem dos Primatas e mostrar de que forma o Homem se insere nessa science.» (Bell et al.,
mesma classificação. Mostrar quais os primatas não-humanos que estão mais próximos da nossa 2009: 291)
espécie, revelando as suas capacidades cognitivas e comportamentos. Mostrar a importância de
conhecer os primatas não-humanos para a compreensão da nossa origem e evolução, e da necessidade
de preservar os seus habitats. [ 10 ]
To present the taxonomic classification of the Order of Primates; to introduce our closest living relatives;
to reveal the importance of knowing nonhuman primates, their cognitive abilities, behavior, and the
need to preserve their habitat.
Portfólio do GEEvH GEEvH’s Portfolio
«Informal
environments can
stimulate science
interest, build
learners’ scientific
knowledge and skill,
O PRINCIPIO DA MACACADA| MONKEY BUSINESS and—perhaps most
importantly—help
people learn to be
Pontos-chave | Key-points more comfortable
and confident in their
relationship with
Nem tudo são macacos, mas todos são primatas – nomenclatura e taxonomia. Somos todos primatas, science.» (Bell et al.,
por isso somos todos parentes – relações de filogenia entre chimpanzés e humanos: semelhanças e 2009: 291)
diferenças. Porque é importante conhecer o comportamento dos primatas não-humanos? Porque é
importante preservar os seus habitats? [ 11 ]
Some are monkeys but every single one are primates:: nomenclature and taxonomy of Primates. Our
closest relatives: phylogeny of chimpanzees and humans, main differences, and similarities. What is the
importance of studying the behavior of nonhuman primates? The importance of preserving habitats and
their inhabitants.
Portfólio do GEEvH GEEvH’s Portfolio
«Informal
environments can
stimulate science
interest, build
learners’ scientific
knowledge and skill,
O PRINCIPIO DA MACACADA| MONKEY BUSINESS and—perhaps most
importantly—help
people learn to be
more comfortable
Atividade prática | Hands-on activity and confident in their
relationship with
Consegues fazer como eles? A atividade consiste em tentar reproduzir alguns comportamentos como a science.» (Bell et al.,
pesca de térmitas (termite fishing) ou quebrar nozes (nut cracking) usando pedras, comportamentos 2009: 291)
observados nos chimpanzés em habitat natural.
[ 12 ]
Can you do it like they do? The game intends to recreate some tool-use behaviors observed in wild
chimpanzees, like termite-fishing and nut-cracking.
Portfólio do GEEvH GEEvH’s Portfolio
«Researchers and
educators interested
in informal settings
are typically
committed to open
participation in
NO PRINCÍPIO ÉRAMOS UM… | AT THE FIRST WE WERE ONE … science: building and
understanding
science learning
Objetivos | Goals experiences that
render science
accessible to a broad
Revelar, sucintamente, a história maravilhosa, mas não totalmente terminada, que teve início com a range of learners.»
origem do Universo, até aos tempos atuais. (Bell et al., 2009:
291)
To address the wonderful and still-unfolding story which started with the origin of the Universe.
[ 13 ]
Portfólio do GEEvH GEEvH’s Portfolio
«Researchers and
educators interested
in informal settings
are typically
committed to open
participation in
NO PRINCÍPIO ÉRAMOS UM… | AT THE FIRST WE WERE ONE … science: building and
understanding
science learning
Pontos-chave | Key-points experiences that
render science
accessible to a broad
O Big-Bang e a origem do Universo. Quando se formou o planeta Terra? Quando surgiram as primeiras range of learners.»
formas de vida? Teorias para a origem da vida: Fixismo e Evolucionismo. Darwin e os dois modelos de (Bell et al., 2009:
evolução, convergente e divergente - a importância das evidências fósseis. A evolução da vida e os 291)
principais períodos geológicos. Explosão de diversidade - explora os vários agrupamentos de organismos
[ 14 ]
que podemos encontrar na atualidade.
Big Bang and the origin of the Universe. The formation of the planet Earth and the origin of the first life
forms. Theories for the origin and diversity of life: Creationism vs. Evolution. Evolutionism and the role
of the fossil evidence. Introduction to the kingdoms of life.
Portfólio do GEEvH GEEvH’s Portfolio
«Researchers and
educators interested
in informal settings
are typically
committed to open
NO PRINCÍPIO ÉRAMOS UM… | AT THE FIRST WE WERE ONE … participation in
science: building and
understanding
science learning
Atividade prática | Hands-on activity experiences that
render science
accessible to a broad
O pequeno Naturalista: Este jogo, tem como objetivo agrupar os organismos nos vários reinos range of learners.»
apresentados durante a exposição teórica, simulando a tarefa dos primeiros naturalistas. (Bell et al., 2009:
Vamos fabricar fosseis...: Esta atividade de “fabrico” de fósseis constitui o ponto de partida para discutir 291)
o aparecimento e desaparecimento de espécies. Os fósseis são fabricados em gesso, e simulam
amonites e trilobites. Posteriormente, são pintados a gosto. [ 15 ]
The little naturalist: children will attempt to regroup several organisms, previously drawn and colored
on paperboard, in kingdoms.
Let’s play fossils...: fossils will be made in plaster simulating ammonites and trilobites and painted by
children.
Portfólio do GEEvH GEEvH’s Portfolio
«Not only can
educational activities
develop the
knowledge and
practices of
FÓSSEIS: OS AVÓS DE TODOS NÓS| FOSSILS: OUR GRANDPARENTS individuals and
groups, they can also
help people develop
identities as science
Objetivos | Goals learners and, in some
cases, as scientists—
by helping them to
Compreender o processo evolutivo a partir da informação filogenética providenciada pelo estudos dos identify and solidify
primatas não-humanos. Dar a conhecer o berço da humanidade e os nossos antepassados mais their interests,
próximos, os hominíneos, as suas principais características e os seus habitats. Por fim mostrar quais commitments, and
foram as adaptações que se mostraram decisivas no processo evolutivo humano. social networks,
thereby providing [ 16 ]
access to scientific
To understand the evolutionary process through phylogenetic information derived from our closest communities and
relatives—primates—and fossils; to understand human origins and our ancestors, their main careers.» (Bell et al.,
characteristics, habitats, and evolutionary adaptations. 2009: 46)
Portfólio do GEEvH GEEvH’s Portfolio
«Not only can
educational activities
develop the
knowledge and
practices of
FÓSSEIS: OS AVÓS DE TODOS NÓS| FOSSILS: OUR GRANDPARENTS individuals and
groups, they can also
help people develop
identities as science
Pontos-chave | Key-points learners and, in some
cases, as scientists—
by helping them to
O que são e como se formam os fósseis? Os nossos parentes mais próximos – filogenia e taxonomia. identify and solidify
Como podemos conhecer a nossa história – quais os fósseis dos nossos ancestrais e qual o berço da their interests,
humanidade. O que nos distingue dos nossos parentes mais próximos – locomoção, encefalização, commitments, and
fabrico de instrumentos, linguagem e cultura. social networks,
thereby providing [ 17 ]
access to scientific
What are fossils and how are they formed? How do we understand human evolution? Inferences based communities and
on the study of nonhuman primates (phylogeny and taxonomy) and hominin fossil remains. Us and our careers.» (Bell et al.,
closest relatives: locomotion, encephalization, tool use, and language. 2009: 46)
Portfólio do GEEvH GEEvH’s Portfolio
«Not only can
educational activities
develop the
knowledge and
practices of
FÓSSEIS: OS AVÓS DE TODOS NÓS| FOSSILS: OUR GRANDPARENTS individuals and
groups, they can also
help people develop
identities as science
Atividade prática | Hands-on activity learners and, in some
cases, as scientists—
by helping them to
Jogo interativo sobre Evolução Humana: Este jogo é composto por várias questões sobre o percurso identify and solidify
evolutivo humano, e é jogado por duas equipas definidas no início do ateliê. their interests,
commitments, and
social networks,
Human Evolution Jeopardy Quiz: This interactive quiz is composed of several questions about the
thereby providing [ 18 ]
human evolution journey and is played by two distinct teams formed at the beginning of the workshop. access to scientific
communities and
careers.» (Bell et al.,
2009: 46)
Portfólio do GEEvH GEEvH’s Portfolio
«Engaging in
scientific practice can
create the recognition
that diverse methods
and tools are used,
RISCOS E RABISCOS: A ARTE NA PRÉ-HISTÓRIA | DRAWINGS AND SCRIBBLES: there are multiple
interpretations of the
PREHISTORIC ART same evidence,
multiple theories are
usually advanced, and
a passionate defense
Objetivos | Goals of data often occurs
in searching for core
O conceito de arte aplica-se a um vasto conjunto de formas, que testemunham comportamentos explanations of an
simbólicos, lúdicos e sociais das populações pré-históricas. A arte é percecionada como “marcas do event or phenomena.
With guidance, this
espírito sobre a natureza”, ou seja remete para manifestações comportamentais que ultrapassam as process can lead [ 19 ]
necessidades humanas imediatas. participants to reflect
on their own state of
The concept of Art is applied to demonstrate prehistory’s symbolic and social behavior. Being conceived knowledge and how it
was acquired.» (Bell
as a “spirit transcends nature,” art expresses itself by creating works with goals other than the et al., 2009: 46)
satisfaction of subsistence needs. Art allows aesthetic expression linked with symbolic and playful
behaviors.
Portfólio do GEEvH GEEvH’s Portfolio
«Engaging in
scientific practice can
create the recognition
that diverse methods
and tools are used,
there are multiple
RISCOS E RABISCOS: A ARTE NA PRÉ-HISTÓRIA | DRAWINGS AND SCRIBBLES: interpretations of the
PREHISTORIC ART same evidence,
multiple theories are
usually advanced, and
a passionate defense
Pontos-chave | Key-points of data often occurs
in searching for core
explanations of an
A arte Pré-histórica: introdução ao conceito. A “ Arte” Paleolítica: o conceito, as representações; as event or phenomena.
temáticas e as técnicas. A “ Arte” da Pré-história recente: conceito, as representações; as temáticas e as With guidance, this
técnicas. process can lead [ 20 ]
participants to reflect
on their own state of
Prehistoric art: An introduction; Paleolithic and Late Prehistoric “Art”: Notion, concept, topics, and knowledge and how it
techniques. was acquired.» (Bell
et al., 2009: 46)
Portfólio do GEEvH GEEvH’s Portfolio
«Engaging in
scientific practice can
create the recognition
that diverse methods
and tools are used,
there are multiple
RISCOS E RABISCOS: A ARTE NA PRÉ-HISTÓRIA | DRAWINGS AND SCRIBBLES: interpretations of the
PREHISTORIC ART same evidence,
multiple theories are
usually advanced, and
a passionate defense
Atividade prática | Hands-on activity of data often occurs
in searching for core
explanations of an
As mãos e as tintas: Esta atividade consiste na: 1) preparação dos pigmentos e dos utensílios a utilizar; event or phenomena.
2) explicação das diferentes técnicas com recurso a um modelo visual; e na 3) utilização dos materiais With guidance, this
para reproduzir algumas técnicas pré-históricas. process can lead [ 21 ]
participants to reflect
on their own state of
Our hands on paint: Preparation of pigments and tools for painting. knowledge and how it
was acquired.» (Bell
et al., 2009: 46)
4.1.1.1. LISTA DE ENTIDADES BENEFICIADAS |
LIST OF BENEFICIARY ENTITIES
These game are directed to students and teachers. They are a funny way of learning topics related with
human evolution and allied sciences.
OSTEOLOGIA HUMANA| HUMAN OSTEOLOGY
Link: https://geevh.jimdo.com/jogos-games/f%C3%B3sseis-humanos-human-origins/
PRIMATAS| PRIMATES
Link: https://geevh.jimdo.com/jogos-games/primatas-primates/
4.2. JORNAIS ONLINE |
ONLINE JOURNALS
[ 31 ]
4.3. PARTICIPAÇÃO EM CONGRESSOS |
MEETINGS PARTICIPATION
[ 33 ]
4.4. PARTICIPAÇÃO EM EXPOSIÇÕES DE CIÊNCIA|
PARTICIPATION IN SCIENCE EXHIBITIONS
[ 34 ]
Portfólio do GEEvH GEEvH’s Portfolio
«Science is a social
enterprise. Scientists
do not work in a
vacuum. They interact
with peers in their
workplace, at
conferences and
meetings, and
through publications
in journals. Within
this context, scientists
argue about each
other’s claims and
experimental results.»
(Bloom, 2006: 38)
[ 35 ]
4.5. ORGANIZAÇÃO DE EVENTOS |
MEETINGS ORGANIZATION
[ 38 ]
Portfólio do GEEvH GEEvH’s Portfolio
«Science is embedded
in a social and
political context.
Scientists operate
within the social and
political context of
their times (...)».
(Bloom, 2006: 38)
[ 39 ]
Portfólio do GEEvH GEEvH’s Portfolio
«Science is embedded
in a social and
political context.
Scientists operate
within the social and
political context of
their times (...)».
(Bloom, 2006: 38)
[ 40 ]
Portfólio do GEEvH GEEvH’s Portfolio
«Science is embedded
in a social and
political context.
Scientists operate
within the social and
political context of
their times (...)».
(Bloom, 2006: 38)
[ 41 ]
4.6. PUBLICAÇÕES |
PUBLICATIONS
[ 42 ]
5. CONTATOS |
CONTACTS
• Wallace, A. 1855. On the law which has regulated the introduction of new species. Annals and Magazine of
[ 44 ]
Natural History, 16: 184-196.