A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/39544 |
Resumo: | Currently, the majority of the world population lives in urban areas, having little concern with environmental issues. Thus, environmental issues seem to make more sense to the native peoples, riverside communities and environmentalists. Regarding the lack of contact and knowledge of most people in relation to this issue, the role that teachers play in building interactions between children and the environment as well as the assumption that critical environmental education contributes to the critical transformative education of nursery school professionals, this research proposes a dialogue between teacher education and critical environmental education, inspired by Paulo Freire's framework. The dialogue was built from the following questions: In the sense of a critical transformative educational practice, can the interactions with the environment - based on the reading of reality - cause changes? In a humanizing perspective, does the debate of critical environmental education concepts contribute to teacher education? The main objective of this research is to understand critical environmental education as an instrument for the development of critical transformative teachers. The object of the research was the training of nursery teachers who work in the city of Santo André-SP, with the following specific objectives: (1) to identify the presence of environmental education in the Political-Pedagogical Project of nursery schools and/or in the teachers’ practices; (2) to identify the conceptions of environmental education and the needs/expectations of teachers regarding teacher training that involve this theme; (3) supported by the Freirean pedagogy and critical environmental education, to draw up a proposal for teacher training in environmental education, based on the analysis of the teachers' educational needs. Regarding teacher education, the theoretical framework is based on Paulo Freire's ideas. To discuss critical environmental education, we focused on the studies of Carlos Frederico Loureiro, Mauro Guimarães and Philippe P. Layrargues. To answer the questions and build perspectives for teacher education and critical environmental education, this research has a qualitative approach. The procedures and instruments for data collection included: group discussion, interviews and a survey. Data analysis was based on the concepts presented in the Freirean Conceptual Plot, developed by Ana Maria Saul and Alexandre Saul. The analysis revealed: greater incidence of the pragmatic conception of environmental education in the pedagogical practices; that the critical aspect of environmental education needs to be widely debated; that the collective construction of the Political-Pedagogical Project is a possibility to integrate the educators to the reality of the school community and to develop collective projects; and that nursery schools need green areas that allow the contact of young children with nature. As a result, this research proposes the Freirean concepts of reading of reality, dialogue and participation as an orientation for the development of the training processes of critical transformative teachers. We hope that these reflections contribute to the pedagogical practice of critical environmental education in nursery schools and to the development of critical subjects |
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Saul, Ana Mariahttp://lattes.cnpq.br/1924505851256944http://lattes.cnpq.br/4516439119039764Habyak, Roberta Candida2023-10-06T15:35:26Z2023-10-06T15:35:26Z2023-03-16Habyak, Roberta Candida. A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/39544Currently, the majority of the world population lives in urban areas, having little concern with environmental issues. Thus, environmental issues seem to make more sense to the native peoples, riverside communities and environmentalists. Regarding the lack of contact and knowledge of most people in relation to this issue, the role that teachers play in building interactions between children and the environment as well as the assumption that critical environmental education contributes to the critical transformative education of nursery school professionals, this research proposes a dialogue between teacher education and critical environmental education, inspired by Paulo Freire's framework. The dialogue was built from the following questions: In the sense of a critical transformative educational practice, can the interactions with the environment - based on the reading of reality - cause changes? In a humanizing perspective, does the debate of critical environmental education concepts contribute to teacher education? The main objective of this research is to understand critical environmental education as an instrument for the development of critical transformative teachers. The object of the research was the training of nursery teachers who work in the city of Santo André-SP, with the following specific objectives: (1) to identify the presence of environmental education in the Political-Pedagogical Project of nursery schools and/or in the teachers’ practices; (2) to identify the conceptions of environmental education and the needs/expectations of teachers regarding teacher training that involve this theme; (3) supported by the Freirean pedagogy and critical environmental education, to draw up a proposal for teacher training in environmental education, based on the analysis of the teachers' educational needs. Regarding teacher education, the theoretical framework is based on Paulo Freire's ideas. To discuss critical environmental education, we focused on the studies of Carlos Frederico Loureiro, Mauro Guimarães and Philippe P. Layrargues. To answer the questions and build perspectives for teacher education and critical environmental education, this research has a qualitative approach. The procedures and instruments for data collection included: group discussion, interviews and a survey. Data analysis was based on the concepts presented in the Freirean Conceptual Plot, developed by Ana Maria Saul and Alexandre Saul. The analysis revealed: greater incidence of the pragmatic conception of environmental education in the pedagogical practices; that the critical aspect of environmental education needs to be widely debated; that the collective construction of the Political-Pedagogical Project is a possibility to integrate the educators to the reality of the school community and to develop collective projects; and that nursery schools need green areas that allow the contact of young children with nature. As a result, this research proposes the Freirean concepts of reading of reality, dialogue and participation as an orientation for the development of the training processes of critical transformative teachers. We hope that these reflections contribute to the pedagogical practice of critical environmental education in nursery schools and to the development of critical subjectsAtualmente, a maioria da população mundial vive em áreas urbanas e pouco se preocupa com as questões ambientais. Por vezes, os problemas ambientais parecem fazer mais sentido para os povos indígenas, comunidades ribeirinhas e ambientalistas. Considerando o distanciamento da maioria das pessoas em relação a essa problemática, o papel que as(os) docentes desempenham na construção das interações entre as crianças e o meio ambiente e assumindo que a educação ambiental crítica contribui para a formação crítico-transformadora das(os) profissionais de creche, esta pesquisa propõe um diálogo entre a formação de professores e a educação ambiental crítica, inspirada no referencial freireano. O diálogo foi construído a partir das seguintes questões: As interações estabelecidas com o meio ambiente, a partir da leitura da realidade, podem provocar mudanças, no sentido de uma prática educativa críticotransformadora? Em uma perspectiva humanizadora, debater os conceitos da educação ambiental crítica contribui para a formação docente? O objetivo geral desta pesquisa é compreender a educação ambiental crítica como instrumento para a formação de docentes crítico-transformadores. Tomou-se como objeto de pesquisa a formação de professores de creches que trabalham na rede municipal da cidade de Santo André - SP, tendo como objetivos específicos: (1) identificar a presença da educação ambiental no Projeto Político Pedagógico das creches e/ou nas práticas pedagógicas das(os) professoras(es); (2) identificar as concepções de educação ambiental e as necessidades/expectativas das(os) professoras(es) quanto às formações que envolvem essa temática; (3) fazer apontamentos para uma proposta de formação docente em educação ambiental, a partir da análise de necessidades formativas das(os) professoras(es), com apoio da pedagogia freireana e da educação ambiental crítica. O referencial teórico, no que se refere à formação de professores, está pautado nas ideias de Paulo Freire. Em relação à temática que envolve, especificamente, a educação ambiental crítica, buscou-se como referência os estudos de Carlos Frederico Loureiro, Mauro Guimarães e Philippe P. Layrargues. Para responder às indagações e construir perspectivas para a formação de professores e a educação ambiental crítica, esta pesquisa assumiu uma abordagem qualitativa. Os procedimentos e instrumentos para a coleta de dados incluíram: grupo de discussão, entrevistas e questionário. A análise dos dados fundamentou-se nos conceitos concretizados na Trama Conceitual Freireana, desenvolvida por Ana Maria Saul e Alexandre Saul. Os dados analisados revelaram: maior incidência da concepção pragmática da educação ambiental nas práticas pedagógicas; que a vertente crítica da educação ambiental precisa ser amplamente debatida; que a construção coletiva do Projeto Político Pedagógico é uma possibilidade de integrar as(os) educadoras(es) à realidade da comunidade escolar e desenvolver projetos coletivos; e que as creches precisam de espaços verdes e que possibilitem maior contato das crianças pequenas com a natureza. Como resultado, esta pesquisa apresentou como apontamento para o desenvolvimento de processos de formação de professores críticotransformadores os conceitos freireanos leitura da realidade, diálogo e participação. Esperase que estas reflexões contribuam com a prática pedagógica da educação ambiental crítica nas creches e com a formação de sujeitos críticosporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação de professoresEducação ambiental críticaPaulo FreireTeacher educationCritical environmental educationPaulo FreireA educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freireinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALRoberta Cândida Habyak.pdfapplication/pdf1310661https://repositorio.pucsp.br/xmlui/bitstream/handle/39544/1/Roberta%20C%c3%a2ndida%20Habyak.pdfea7a209cbf566cfaeb36fa225c237c44MD51TEXTRoberta Cândida Habyak.pdf.txtRoberta Cândida Habyak.pdf.txtExtracted texttext/plain342970https://repositorio.pucsp.br/xmlui/bitstream/handle/39544/2/Roberta%20C%c3%a2ndida%20Habyak.pdf.txt56e6a37b83ff633b5be3fd4999f303e4MD52THUMBNAILRoberta Cândida Habyak.pdf.jpgRoberta Cândida Habyak.pdf.jpgGenerated Thumbnailimage/jpeg1249https://repositorio.pucsp.br/xmlui/bitstream/handle/39544/3/Roberta%20C%c3%a2ndida%20Habyak.pdf.jpg215a3852c32b4ab4b0fd9d7afc2f5785MD53handle/395442023-10-13 11:49:11.662oai:repositorio.pucsp.br:handle/39544Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-10-13T14:49:11Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
title |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
spellingShingle |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire Habyak, Roberta Candida CNPQ::CIENCIAS HUMANAS::EDUCACAO Formação de professores Educação ambiental crítica Paulo Freire Teacher education Critical environmental education Paulo Freire |
title_short |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
title_full |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
title_fullStr |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
title_full_unstemmed |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
title_sort |
A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire |
author |
Habyak, Roberta Candida |
author_facet |
Habyak, Roberta Candida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Saul, Ana Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1924505851256944 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4516439119039764 |
dc.contributor.author.fl_str_mv |
Habyak, Roberta Candida |
contributor_str_mv |
Saul, Ana Maria |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Formação de professores Educação ambiental crítica Paulo Freire Teacher education Critical environmental education Paulo Freire |
dc.subject.por.fl_str_mv |
Formação de professores Educação ambiental crítica Paulo Freire |
dc.subject.eng.fl_str_mv |
Teacher education Critical environmental education Paulo Freire |
description |
Currently, the majority of the world population lives in urban areas, having little concern with environmental issues. Thus, environmental issues seem to make more sense to the native peoples, riverside communities and environmentalists. Regarding the lack of contact and knowledge of most people in relation to this issue, the role that teachers play in building interactions between children and the environment as well as the assumption that critical environmental education contributes to the critical transformative education of nursery school professionals, this research proposes a dialogue between teacher education and critical environmental education, inspired by Paulo Freire's framework. The dialogue was built from the following questions: In the sense of a critical transformative educational practice, can the interactions with the environment - based on the reading of reality - cause changes? In a humanizing perspective, does the debate of critical environmental education concepts contribute to teacher education? The main objective of this research is to understand critical environmental education as an instrument for the development of critical transformative teachers. The object of the research was the training of nursery teachers who work in the city of Santo André-SP, with the following specific objectives: (1) to identify the presence of environmental education in the Political-Pedagogical Project of nursery schools and/or in the teachers’ practices; (2) to identify the conceptions of environmental education and the needs/expectations of teachers regarding teacher training that involve this theme; (3) supported by the Freirean pedagogy and critical environmental education, to draw up a proposal for teacher training in environmental education, based on the analysis of the teachers' educational needs. Regarding teacher education, the theoretical framework is based on Paulo Freire's ideas. To discuss critical environmental education, we focused on the studies of Carlos Frederico Loureiro, Mauro Guimarães and Philippe P. Layrargues. To answer the questions and build perspectives for teacher education and critical environmental education, this research has a qualitative approach. The procedures and instruments for data collection included: group discussion, interviews and a survey. Data analysis was based on the concepts presented in the Freirean Conceptual Plot, developed by Ana Maria Saul and Alexandre Saul. The analysis revealed: greater incidence of the pragmatic conception of environmental education in the pedagogical practices; that the critical aspect of environmental education needs to be widely debated; that the collective construction of the Political-Pedagogical Project is a possibility to integrate the educators to the reality of the school community and to develop collective projects; and that nursery schools need green areas that allow the contact of young children with nature. As a result, this research proposes the Freirean concepts of reading of reality, dialogue and participation as an orientation for the development of the training processes of critical transformative teachers. We hope that these reflections contribute to the pedagogical practice of critical environmental education in nursery schools and to the development of critical subjects |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-06T15:35:26Z |
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2023-10-06T15:35:26Z |
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2023-03-16 |
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Habyak, Roberta Candida. A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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https://repositorio.pucsp.br/jspui/handle/handle/39544 |
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Habyak, Roberta Candida. A educação ambiental crítica na formação de professores de creche: contribuições do pensamento de Paulo Freire. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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