A resposta da política científica e tecnológica à pandemia da COVID-19 / Science and technology policy in the COVID-19 crisis

2021 ◽  
Vol 9 (21) ◽  
pp. 55-77
Author(s):  
Fabrício Monteiro Neves ◽  
Fernanda Antônia Sobral
Keyword(s):  
Technology Policy ◽  
Innovation Policy ◽  
Science And Technology ◽  
Sociology Of Science ◽  
Government Support ◽  
Technology System ◽  
Brazilian Government ◽  
Set Up ◽  
Installed Capacity ◽  
Previous Existence

Este artigo busca mapear a resposta do Estado brasileiro à pandemia da Covid-19, instalada no país desde março de 2020, levando-se em conta suas instituições do sistema nacional de ciência e tecnologia. Para isso, em um primeiro momento, discutiremos as respostas dadas em outros países, com ênfase no sistema de fomento e no arcabouço institucionalizado de pesquisa. Discutimos, posteriormente, a resposta do governo brasileiro que, desde o início, pôs em questão a real gravidade da situação. Finalmente, mostramos como a capacidade previamente instalada do sistema científico e tecnológico no Brasil, mesmo em contexto governamental de evidente oposição, respondeu, ainda que precariamente, à pandemia. Com isso, o que se quer argumentar é que, a despeito de toda limitação orçamentária e falta de apoio governamental, a existência prévia de uma rede de instituições de ciência e tecnologia possibilitou uma resposta à pandemia.Palavras-chave: Covid-19; política científica, tecnológica e de inovação; pandemia; Sociologia da ciência. ***This article seeks to map the Brazilian state’s response to the Covid-19 pandemic, set up in the country since March 2020, taking into account its institutions of the national science and technology system. To this end, we will first discuss the responses given in other countries, with focus on the funding system and the institutionalized research framework. We will then debate the response of the Brazilian government, which from the beginning questioned the real gravity of the situation. Finally, we show how the previously installed capacity of the scientific and technological system in Brazil, despite evident governmental opposition, responded, even precariously, to the pandemic. The argument is that despite of the budgetary constraints and lack of government support, the previous existence of a network of science and technology institutions enabled a response to the pandemic.Keywords: Covid-19; scientific, technological and innovation policy; pandemic; Sociology of science.

Transparency of Innovation Policy

2014 ◽  
pp. 218-238
Author(s):  
Bo Carlsson
Keyword(s):  
Intellectual Property ◽  
Intellectual Property Rights ◽  
Technology Policy ◽  
Innovation Policy ◽  
Science And Technology ◽  
Policy Instruments ◽  
Science And Technology Policy ◽  
Policy Domain ◽  
Policy Arena ◽  
Innovation Processes

This chapter focuses on transparency in innovation policy, with emphasis on the science and technology policy arena. It begins by presenting the broader innovation systems policy domain and analyzing the nature of innovation and innovation processes as well as the rationale for innovation policy including the goals, instruments, and actors involved in such a policy. It then considers policy instruments and “soft” institutions that influence the outcomes of science and technology policy, including the protection of intellectual property rights. The chapter concludes by assessing the benefits of transparency in the innovation policy arena.

Epistemic justice during a global pandemic: Transforming curricula and pedagogical practices to improve student experiences of innovation studies

2021 ◽  
pp. 095042222098708
Author(s):  
David R. Walwyn ◽  
Celeste Combrinck
Keyword(s):  
Blended Learning ◽  
Personal Growth ◽  
Science And Technology Studies ◽  
Technology Policy ◽  
Innovation Policy ◽  
Science And Technology ◽  
Pedagogical Practices ◽  
Student Experiences ◽  
Online Questionnaire ◽  
Epistemic Justice

Current pedagogical approaches to science and technology policy studies in southern African universities may fail to provide students with the necessary capabilities to be effective as innovation policy practitioners. This study investigated whether consideration of epistemic diversity and the situatedness of knowledge could enhance student outcomes in terms of agency and self-efficacy. A pedagogical intervention was designed and implemented for a postgraduate course in engineering economics, following which the students rated their experiences through an online questionnaire. The COVID-19 pandemic partly disrupted the intervention, but also accelerated the use of blended learning as a means of mitigating the harmful effects of the consequent lockdown. The study revealed that most respondents felt that the intervention had helped them to feel more confident, respected and included. However, blended learning could not prevent the stressful experiences due to forced sheltering at home. The results support the importance of finding innovative ways to transform curricula and teaching methods in science and technology studies. Pedagogy based on the principles of epistemic justice, essential to ensure that students from different backgrounds have equal opportunities for personal growth, is challenging under remote learning conditions.

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

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