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Universidade de São Paulo. Instituto de Geociências
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The Geology in the University of São Paulo
From its beginnings on Alameda Glette in 1957 to its permanent establishment at Cidade Universitária in 1970, the Geology course has played a significant role in the development of human resources in Brazil by providing geologists well-prepared to face the challenges of the profession. Over the years, graduates of the program have been intensely involved in activities that have led to a better geological understanding of Brazilian territory and more efficient use of its mineral resources. This text seeks to recover the historical role of Geology at the University of São Paulo. Initially, it emphasizes the early challenges related to the implementation of a program aimed at training bachelor’s degree holders in an institution primarily focused on training secondary school teachers and specialists for research institutions. It then addresses the program’s full consolidation over time as one of the most renowned and well-equipped geological centers in the country, with a highly qualified faculty and one of the most comprehensive analytical infrastructures.
Faculty of Philosophy, Sciences and Letters
Copyright (c) 2024 Celso de Barros Gomes, Umberto Giuseppe Cordani http://creativecommons.org/licenses/by-nc-sa/4.0
O Atual Currículo do Curso de Geologia - USP e a Demanda de Profissionais Geólogos para a Atuação em Projetos de áreas Contaminadas
This article aims to present a contribution to the debate regarding curricular reform of the undergraduate course of Geology-USP, based on the recent employment of geologists in projects regarding investigation and remediation of contaminated sites. This area is experiencing considerable expansion, especially after the enforcement of the Federal Law 9605, regarding Environmental Crimes, in 1999. Even after all efforts in the conduction and completion of the existing cases of contamination, it is recognized that most of such environmental problems still remain unknown, which leads one to believe that there will be a tendency for growth in the demand for new professionals to work in this area at the long term. Considering that the geologist performs a vital and notable role in the characterization of geology, hydrogeology and contamination in an investigation and remediation project, it is believed that some courses should be adjusted to meet some of the professional activities mentioned in the CONFEA Resolution 1010, which regulates the professional activities of the geologist. Besides this, a re-evaluation of the duration, content and sequencing of some of the fundamental geological disciplines is believed to be necessary. This will result in benefits which affect not only the action of the geologist in projects on contaminated areas, but also in other areas of applied geology.
Proposta de Atualização e Integração das Disciplinas de Geotecnologia do Curso de Geologia do Instituto de Geociências da USP
The area of Geotechnology is defined as the study and application of techniques of survey and use of metric and graphic information for the Earth Sciences. The Geology course curriculum comprises the knowledge and techniques of Topography, Drafting, Cartography, Geographic Information Systems and Remote Sensing, in those parts referring to extraction of metric information of remote sensing products and their representation in maps, not including their geologic or environmental interpretation. In the present Geology course at IGc-USP, Geotechnology is dispersed among six subjects, in the Topography, Geographic Information Systems and Remote Sensing areas, causing repetitions of parts of the subject matter, and at the same time others can not be treated in the depth needed for their efficient application. Creation of a new subject called "Geotechnology for Geology" is proposed, including the topics mentioned, except those of topography, which should still be taught at the Escola Politécnica, as their inclusion as an IGc course would demand acquisition of equipment and hiring of specialized personnel, which is not justifiable if we consider the cost-benefits of their incorporation by the IGc. Integration of the work developed by the different schools should be undertaken, for better performance on both subjects. The new subject will have 60 class hours and 60 of individual practice (software training and pilot project).
Mineralogia: Disciplina Básica e Profissionalizante
This article discusses the importance of Mineralogy for the graduate Geology degree course at the University of São Paulo. The discussion started due to possible changes that may occur in the fields of occupation of geologists in the professional market, as new regulations have been proposed by the regulatory councils (Confea, Conselho Federal de Engenharia, Arquitetura e Agronomia, R1010). Mineralogy is a second-year course for undergraduate Geology students. Besides its' role as a basic course for Petrology, Geological Mapping, Economic Geology, among other courses, Mineralogy goes far beyond this, providing valuable professional skills. A solid formation in Mineralogy allows flexibility to the geologist to face the challenges in traditional and new fields.
A Disciplina Geologia Geral - Sistema Terra, Introdutória ao Curso de Geologia da USP: Conteúdo e Reflexão
The discipline General Geology - The Earth System was introduced in the Geology course curriculum with the objective of providing first year students an ample and integrated view of physical, chemical and biological processes that affect Earth's geosphere, and of their complex interactions. Through a familiarization with basic theoretical and field geological concepts the discipline aims at allowing students to be able to interpret geological phenomena, thus stimulating them to enlarge their knowledge of the Geosciences throughout the rest of the curriculum. More general topics treated include a view of the Earth as part of the Solar system, of areas of professional activities of geologists and the important contribution they can make to Earth's environment sustainability. The discipline begins in the first semester with lectures on the evolution of the geological thought, origin of the Universe and the solar system. These are followed by talks on Earth's internal dynamics, in the context of global tectonics, and rock generation processes. Lab classes include recognition of most important mineral and rock types, and use of the Brunton compass. Topics of external dynamics follow, including weathering processes and origin, transport and deposition of sediments. At the end of the semester a series of lectures are given on glacial, eolian, fluvial and marine processes as external dynamic agents. The second semester initiates with lectures on geological time from the paleontological, stratigraphic and geochronological view points. Themain geological structures are then dealt with in connection with the use of the Brunton compass in their three-dimensional reconstruction. Examination of topographic and geological maps serves as a basis for understanding the geological evolution of an area. The final part of the program is devoted to lectures on Earth's geological resources, such as water, fossil fuels and minerals, as well as on the importance of Geology to Engineering. These are complemented by talks by invited, well-known, professional geologists from different specialties. During the two semesters, classroom and laboratory classes are intercalated with short (one day) field activities. A broad familiarization with the geology of State of São Paulo and Brazil completes the class-room activities of the discipline. A first experience with geological mapping is then offered, during a two-day field trip at the end of the semester, for which the presentation of reports is required. This is followed by presentation of seminars by the students on themes treated in classroom. As a general rule the teaching team of ST tries to restrict the use of specialized technical terms as a way to facilitate the transfer of knowledge from one topic to another by the students.
Horstpeter Herberto Gustavo José Ulbrich
O Trabalho de Formatura: Forma ou Conteúdo?
This paper discusses the evaluation of the course entitled "Graduation Project", taken by undergraduate students of Geology at the Instituto de Geociências, São Paulo University (USP) in their last year. The course is mandatory, and consists of a year-long individual Project, on subjects chosen by the students, under the guidance of professors from the University, supervised by a Committee of professors with the help of reviewers specialized in the subjects of the various Projects. This course was first offered in 1998, in the wake of the reform of the Geology course started in 1993, and has since been taken by more than 300 students. Apart from the evaluation, suggestions are given for the improvement of the course in the future.
Um Olhar Crítico dos Alunos Sobre o Curso de Bacharelado em Geologia
The aim of this paper is to discuss the main problems in the curricular structure of the Bachelors' Geology Course of the Geosciences Institute - USP, and in some subjects, from the students' point of view. In discussions between a student representative and the CEPEGE, and in some assemblies during 2006, some problems were noticed and discussed, and proposals to correct them were considered. Some of the main topics were the indifference shown with the graduation course, the low quality of the subjects offered to the geology students by other institutes, a better use of the field excursions undertaken during the first two years of the course, and the concentration of many important subjects in third and forth years, overloading the course.
Estratégia e Propostas Alternativas para Mudanças Curriculares do Curso de Graduação em Geologia da USP
This paper discusses the strategy for curriculum changes of the Geology course at São Paulo University, and presents two alternative proposals: one that is based in the same curriculum structure, and the other that is based on a new structure. The first maintains the same form of organization of the courses (basic, specific, and applied), but incorporates an interdisciplinary approach to the thematic disciplines, and curriculum flexibility for the complementary disciplines at the end of the course. It also proposes the incorporation in the basic cyle - together with Mathematic, Statistics, Physics, Chemistry, Biology, and General Geology - of other disciplines such as Theory and Method, Economy and Planning, Administration and Humans Relations. The second proposal suggests a new paradigm for the structure of the Geology course, with a new organization and which also deals with the problems in the companies. In this proposal, the curriculum is organized and developed axes (in general, three), one of them being the main axis of the course. The proposal is exemplified for the course of Environment Management of the São Paulo University, which is based three axes: Environment Management Sciences, Natural Sciences and Humans Sciences. During the course, these axes are articulated by disciplines that focus on a subject related to the environment area denominated Problem Resolution. Those disciplines have inter and multi disciplinary characteristics and are related to the environment area.
Copyright (c) 2015 Geologia USP. Publicação Especial
This study comprises a general overview of the conservation of geological collections, namely the collection of minerals, rocks, and meteorites from the Museum of Geosciences of the University of São Paulo (USP), in Brazil. In order to perform this study, the researchers used the available bibliography about conservation of geological collections; the knowledge acquired throughout participations in congresses, lectures and other courses; technical visits to other geological museums around the world, and the experience of the first author as a museum technician at the Museum of Geosciences since 2005. Considering conservation a process that comprises a set of ideal conditions under which the exhibited samples and the storage samples should be submitted to (light, temperature, relative humidity, and air pollutants), this study describes the general condition of museum samples in each one of the parameters mentioned. The main conservational issues are: deterioration due to relative humidity (deliquescence or dehydration), oxidation, color changes by light exposition, and isolation of radioactive and asbestos minerals. The goal of this study is to create tools to support our museum staff as well as the staff of other geological collections regarding the care of the mineral collections to keep them available to researchers and general visitors for as long as possible.
The magic of colors: an educational project in Geosciences to early childhood education
Based on issues that children see as magic, investigations were developed inside the ludic universe with the purpose of make some conections between contents of Geosciences and cientifi c investigations in early childhood education. The most important points of this research are: how does the knowledge about mineral pigments are built on children’s mind in classroom whose students have fi ve years old? How deal with this situation in a investigative and ludic way? How to contribute to a critical view of human interference in the use of natural resources? A project was prepared aiming to develop strategies for elaboration’s step of research, surveying hypotheses, data collection, seeking informations and socialize with the group. In some moments problems were used to develop the knowledge in the area of Geosciences, where students go through phases of action and refl ection. Activities were proposed for a group of children with ages between fi ve and six years of early childhood education. The evolutive’s history of human beings in the process of obtaining mineral pigments was treated starting from books, illustrations, images, videos and artistic exploration of different materials. Compounding so a relation between natural changes, cultural changes and social changes throughout history in a contextualized way. The results showed that the area of Geosciences provides an integrated work with other areas of knowledge turning the learning experience possible and extending the questions about life on Earth in a sustainable and systemic way, considering aspects of the dynamics of geological processes and the changes caused by human intervention.
Environment: a transversality the curriculum of basic education
This study addresses the issue of transversality and interdisciplinary environment in the discipline of geography and other areas of knowledge, over the fi nal years of elementary school. Presents the methodologies, the actions taken by the teachers and the results of the Project Ribeirão Perus transformed the environment to which it is located, and, of course, changes in relationships, visions and values of the school community CEU EMEF Perus, located in the neighborhood of Perus in the North Zone of São Paulo, refl ecting the true sense of environmental education.
Analysis of sustainable consumptions in Children Education School José Antônio Mantuan
The act of consume is an engrained problem on society’s culture. The world consume is 35% bigger than capacity of Earth to renew. This corresponds to a process that normally is done in an automatic and impulsive way, all the time. The education practice is one of the ways to a sustainable society, once it has capability to change human behavior. The objective of this paper was to develop strategies that lead to a debate about possible changes on the community. The performed research was splet into four steps: questionnaire applied to school offi cials; dynamic purchasing; lecture on sustainable consumption; meeting with school staff to discuss changes in our school to reduce consumption and replace habits waste. The questionnaire was analyzed proposing behavioral changes in employees and new attitudes were adopted expanding the reuse of materials. Thus the proposed activities as to students than his parents, offered opportunity to encourage the search for alternatives to reduce consumerism and waste.
Geosciences and environmental education in the formation of community health agents
This article describes an Environmental Education course offered to the community health agents at Jardim Rosinha, in São Paulo, SP, which addressed issues related to solid waste, environment and collectivity. The interdisciplinary approach provided by Geosciences led to an integrated view of local realities and allowed the participants to recognize their own potencials, both individually and collectively. The approach used several teaching resources and strengthened participants’ sense of identity by engaging them in a search for a better life quality.
Public school, interaction and intervention in the means
This work presents an teaching experience at EMEF Jardim Monte Belo, a public school in São Paulo municipality, in which adult learners — Educação de Jovens e Adultos (EJA) have started construction a model during Geography classes, that have took proportions of an interdisciplinary project, achieving teachers from other subjects and students from other grade levels. Through questioning practices in the school district, their demands, human’s actions and transformations that impact the environment, we sought that the student was recognized as a historical and contextualized man, with possibility step in the means. To show the process, there is the context of school, Pedagogical’s Project synthesis and presentation Health’s and University’s partnerships. Its aim is to educate a student like social’s processing agent, we study classical subjects to Elementary School and raise their self-esteem. This proposition doesn’t recent, it starts with Brazil’s democratization and it is supported by LDB nº 9,394/96, and another offi cial documents that it has its source through them — Parâmetros Curriculares Nacionais, Temas Transversais, they aimed to extend knowledge’s social function mainly because of the demands arising from democratization’s knowledge, that emerged students with different knowledge. The awareness and the environmental crisis were considered. This proposal match knowledge’s reworking and presents the school as a potential locus to improve broadly community’s life quality.
Socio-environmental mapping as methodological contribution to teacher education and social learning
To recognize the place where we live through mapping methodologies as a tool to promote refl ection about concepts and build new knowledge and values can contribute to transform practices, well as to develop new skills aimed at confl ict management through processes of co-learning and participation in solving/decision-making problems. The socio environmental mapping is a socio educational teaching tool for diagnosis, planning and action that promotes the participation of different social actors in search better quality of life and promotion of environmental education.
Geoscience education in Environmental Study: contribution to teacher training and citizenship
This paper addresses the relationships between teaching in Geosciences, development of environmental projects and school citizenship with reference in teacher education. With a focus on building geoscientifi c look at the school, the training emphasizes the development of activities aimed at (re)cognition of place/environment and its problems with use of environmental mapping, aiming at the formation of critical citizens and participating in projects and educational practices and collaborative school-community site for social and environmental sustainability.
Social learning and teacher education for socio-environmental sustainable
Social practices that promote citizenship constitute a privileged space for the development of social responsibility and voluntary collaboration. Within environmental governance, the concept of “Social Learning” (SL) opens a challenging space to develop learning processes in which those involved may learn about critical socio-environmental contexts characterized by environmental degradation. From the concept of SL it is possible to answer to the challenges of sustainability and integration of different interfaces of the natural resources management. It results in the development for the connection of different types of the problem understanding, creating inter-sectorial and interdisciplinary dialogues, as a basis to strengthen logics of cooperation. One of the big challenges facing capacitating teachers is to develop collective dynamics to understand the nature of a common problem, stimulating cooperation to reach in depth knowledge and look for answers to solve problems and/or confl icts related to the degradation of natural resources. So, projects that associate tools of SL and participatory methodologies may be seen as a space geared towards the production of knowledge to improve the shared management of natural resources within a community.
Geociências, Aprendizagem Social e Meio Ambiente
Educational projects for the public understanding of geosciences and geoconservation
The dissemination of geosciences to its citizens is not widespread in Brazil. The Caminhos Geológicos Project, in Rio de Janeiro State began in 2000, with the objective to increase the geological knowledge of the population. The project uses a large number of strategies to reach the population, such as the deployment of interpretative panels, educational projects in geology inside schools, scientific events open to the society, and many others. The panels have become an important source of geological information, especially for students and teachers that live in the region where they have been implanted. The information generated by the project has served as a source for the educational programs, and promotes geoconservation by discussion of the geological issues with environmental organizations, that were previously focused only the biota. Geology is not adequately taught in elementary or in high schools. This is related in part to a deficiency in teacher training, and on the other hand to the quality of didactic material available. The museums of science and universities are attempting to fill this gap. However, the results are less than desirable because of the large dimensions of Brazil and the need for large investments. The diffusion of the knowledge to all the citizens, companies and local authorities is the basis for the success of projects for dissemination and management of geological heritage. This is one of the basic premises to convert an area into a Geopark. Only the involvement of local communities in this subject can promote and support financial resources, sustainability, and environmental demand in the management of a Geopark. The challenge and final aim is to disseminate the information and break the isolation imposed by the hermetic scientific language of geology.
Geopark: strategy of geoconservation and educational projects
Since the creation of the Global Geopark Network by UNESCO in 2004, 58 geoparks have been already established around the world, among them the first Brazilian geopark, Araripe Geopark (CE), created in 2006. The topic has increasing interest in Brazil, although there are many doubts concerning the creation process, and the obtaining of UNESCO recognition. On the other hand the role of the universities should be the promotion of debates about the many aspects which must be considered during the implantation of geoparks, such as the protection of geological heritage, the rational management of natural resources, support for the economic and cultural improvement of the communities, and most importantly, the great potential of educational projects which can be elaborated, with benefits for the formation of human resources. To achieve all this it is necessary to adopt strategies for the implantation and maintenance of these projects so that they help in conserving the geological heritage and the sustainability of the geoparks.
European and Global Geoparks Network (EGN and GGM): protection of geological heritage, opportunity of local development and collaboration among territories
The importance of Geoparks for the geosciences teaching and interpretation
The creation of geoparks, at first in Europe but nowadays in the whole world, allowed the establishment of new strategies for the teaching and interpretation of the geosciences. Geoparks promote not only the interpretation of geological knowledge but also the values of responsible citizenship, based on a sustainable use of well-protected geological heritage. In order to achieve these aims, geopark staff must include experts in geosciences education, and must maintain a close relationship with the local community. This paper develops these topics, and discusses several examples of geological education and interpretation in European geoparks.
The Challenges of geoconservation in the Campos Gerais of Paraná
The Campos Gerais do Paraná earth heritage is represented mainly by geomorphologic features, past glacial evidences, type localities of geological units, and classic fossiliferous outcrops. The region has special significance in terms of its research and educational values, with a number of teaching institutions using it as a type of practical laboratory for activities in the Earth Sciences. The establishment of a coordenated earth heritage conservation strategy in the region will require the adoption of sequential actions: inventorying, quantification, classification, protection, valuing, divulgation, and monitoring. The implementation of this geoconservation plan of actions responds to the exceptional values and threats to the regional geodiversity. These threats include engineering works, predatory collecting of geological samples and inadequate land management, mainly linked to agriculture and forestry practices. Some of the next challenges to the geoscientific community in the Campos Gerais are: a) to bring scientific support to an increasing natural tourism sector, respecting limits and integrating it with the other touristic activities (cultural, historical, gastronomical etc.); b) to determine criteria for the rational use of mineral, soil and water resources; c) to increase the presence of earth science knowledge in the daily activities of the society through formal and informal programs; d) to effectively participate in the management of conservation units; e) to act in harmony with biodiversity conservation professionals, building natural conservation strategies that address both the biotic and abiotic aspects; and f) to set up the scientific foundations to the implementation of a geopark in the region of the Campos Gerais.
Geoparks and the territory musealization: a study of the Quadrilátero Ferrífero
Over the last few years, geologists and the academic world have felt the need to publicize geological research and to make this science more accessible to the general public. These movements have grown stronger as they became associated to the need to conserve the geological heritage by means of educational information about the heritage value of rocks, fossils, minerals, landforms and the landscape in general. Based upon European cases, UNESCO (United Nations Educational, Scientific and Cultural Organization) developed, from the late 1990's onwards, a program dedicated to the recognition and conservation of the world's geological heritage, called The Geoparks Program. One of the goals of this program is to make available to the general public, near geological sites and written in accessible language, the geo-ecological history of the Earth, which is the subject matter of Geology. This paper intends to develop the idea that the territory musealization with a rich geological heritage can be achieved through the creation of geoparks. This musealization can help build a more comprehensive and integrated vision of the socio-environmental issues, by providing the inter-relationships among environment, geology and society, and the integration of the specific knowledge of geology, museum science and education. The Quadrilátero Ferrífero is an area that can fit into UNESCO's concept of geopark, being internationally recognized as an important Precambrian terrain with meaningful mineral resources, particularly gold and iron. In this context, this paper presents the museums and their function in the protection of the heritage, as well as some of the initiatives and achievements around the world in the movement for the conservation of the geological heritage. It also discusses UNESCO's Geoparks Program and its potential to promote the transformation of such areas, and lists the geological sites of the Quadrilátero Ferrífero and their potential for the creation of a UNESCO geopark.
Brazilian cultural institutions, in conjunction with other public authority entities and with the civil society, should recognize and take responsibility for the geological heritage. The Earth has revealed many rich cultural values and meanings since mankind's origin. Iphan has put into action the preservation of geological and archeological sites by means of declaring sites and collections as listed historical heritage items, and it now amplifies its action by establishing a new instrument - the Brazilian Cultural Landscape. The geoparks are an important model where Iphan may exercise its legal assignments and actuate on a shared manner, supported by the international recognition granted by UNESCO.
Geoparks, a UNESCO initiative, are emerging as the 21st century's new territories. Most heritage territories need visibility on the ground so as to offer a territorial image, to justify management and team work, and, above all, to obtain funding. The 21st century Geoparks must have something novel to offer in the broad spectrum of protected and managed nature areas. Geoparks are not just territories to teach geology, since they can become an experimental domain where the perspectives of the philosopher, the writer and the artist can be integrated. Nature areas must be places apart, where visitors will realize they are... elsewhere, in Nature.
Transcription of the lecture held in july 24th 2009: Geoparks as laboratories for understanding Earth