Percep??es de docentes da educa??o b?sica acerca das teorias e pr?ticas pedag?gicas em educa??o ambiental

• Autor(a) principal: Pedrotti, St?phani Caroline
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: https://tede2.pucrs.br/tede2/handle/tede/10777
• topic: Educa??o Ambiental; Educadores Ambientais; Consci?ncia Ambiental; Environmental Education; Environmental Teachers; Environmental Awareness; CIENCIAS HUMANAS::ENSINO

Environmental education is a formative process able to promoting awareness of the environment. In this sense, different from conservative environmental education - which is limited to analyzing ?behavioral deviations? from an individual perspective - critical environmental education is based on socio-historical-political issues. The'z objective of this work is understand how basic education teachers understand and apply theoretical and practical formative questions about environmental awareness and criticality towards their students, when discerning conceptions, beliefs, values and experiences facing the environment that these teachers have. The present study has a qualitative nature and the type of research is characterized as a case study. The participants are teachers from public and private schools of Basic Education who work in high school in the discipline of Biology. Semi-structured interviews were used as a data collection instrument, which were collected through audio and later transcribed. There was a script to guide the interviews, and the data analysis method was Discourse Analysis from the perspective of Mary Jane Spink, making use of the association trees of ideas. It was noticed that all professors, in their formation, had contact with EE, but more in a practical than theoretical way and, in general, far from the notion of critical EE. Most have theoretical knowledge about environmental education, however, when detailing how they see it in the face of the society in which we live, differences in understanding were evident. In addition, issues related to environmental responsibility and human influence on the environment were highlighted. The teaching practice, in turn, was manifested in different ways by the research participants, sometimes presenting a more conservative tendency, sometimes more critical. Interdisciplinarity was highlighted in this praxis, so that social, cultural and biological processes appear interconnected. Similarities and differences were also found in the answers about the difficulties to work on environmental education at school, as well as the understanding of what constitutes an environmental educator. The teachers also reported, through their life experiences, their memories with biodiversity, as well as examples of approaches with environmental education in the school routine. Thus, it?s remarkable that past experiences influence the vision and environmental awareness of each human being.