Sentiency, bioethics and animal welfare: concepts that need to be discussed in higher education to change the teaching and researching paradigm

Anderson do Prado Duzanski, Ana Paula Millet Evangelista dos Santos, Mariza Fordellone Rosa Cruz, Emília de Paiva Porto, Petrônio Pinheiro Porto, Marcos Augusto Alves da Silva, Ellen de Souza Marquez, Carlos Frederico Gitsio Klier Teixeira da Silva


This study investigated the knowledge of students of Veterinary Medicine and Biological Sciences of the State University of Northern Paraná, Campus Luiz Meneghel, on the ethical and legal guidelines of animal experimentation, as well as the possibility of substitute methods for using sentient animals in classes and scientific practices. The research involved 162 freshman students and graduating students, aged 17 to 32 years. The students responded to the questionnaire containing objective and subjective questions, and the answers were analysed by descriptive statistics. It was observed that 87% of the students were unaware of the concept of the “3Rs” and 81.5% did not know the existence of alternative methods that can replace the use of live animals in studies. In addition, only 24.7% of respondents reported they had studied “bioethics” before graduation. However, 94.3% and 96.2% of the students from veterinary medicine and biological sciences, respectively, considered it important to insert animal welfare and bioethics in the curriculum of such courses. The results demonstrated that the ethical and statutory guidelines that rule the use of animals in scientific experiments and in classes are unknown even among senior students and there is still great resistance to the exclusion of animal models. Thus, it is important that animal welfare and bioethics remain in the curriculum in higher education through the insertion of such subjects, even as elective courses that aim to work with methodologies and innovative strategies in synergistic action with ethics committees for animal use, which are responsible for analysing, guiding and supervising the relevance of animal use in education and research. Therefore, the curriculum will be able to achieve rationalization in the use of animal models, the sustainable and “humanitarian” development of teaching and research, and the training of more conscious and ethical professionals, perceptions that must be achieved through a national education curriculum.


Animal welfare; Animal ethics; Animal experimentation; 3Rs; Alternative methods.

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Semina: Ciênc. Agrár.
Londrina - PR
E-ISSN 1679-0359
DOI: 10.5433 / 1679-0359
Este obra está licenciado com uma Licença  Creative Commons Atribuição-NãoComercial 4.0 Internacional