Principles of environmental rationality in teacher education for professional education

Detalhes bibliográficos
Autor(a) principal: Malta, Márcia Madeira
Data de Publicação: 2021
Outros Autores: Schmidt, Elisabeth Brandão
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/13366
Resumo: This paper aims to reflect on contributions of the Environmental Rationality to Professional Education. It attempts to contribute to teacher education in Professional Education institutions, particularly the Federal Institutes of Education, Science and Technology. The research is theoretical, with a hermeneutical approach, and interpretative and comprehensive potential. The basic elements of analysis are the following: Historical contexts of Professional Education; Epistemological assumptions about the genesis of the Federal Institutes; Organization of the Federal Institute of Rio Grande do Sul. The following ontological principles of Environmental Education have emerged from the analysis: Belonging to the field of knowledge; Pedagogical otherness; Comprehensive circles; Environmental care. The results have evidenced that the Environmental Rationality is in the genesis of the epistemological conception of the Federal Institutes, and that teacher education may potentialize Environmental Education in the institution. It has also been concluded that one of the main alternatives to Environmental Rationality in Professional Education is specific teacher education for Professional Education, i.e. contextualized according to its specificities.
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spelling Principles of environmental rationality in teacher education for professional educationPrincipios de racionalidad ambiental en la formación docente para la educación profesionalPrincípios de racionalidade ambiental na formação de professores para a educação profissionalProfessional educationTeacher educationEnvironmental rationality.Educación profesionalFormación de profesoresRacionalidad ambiental.Educação profissionalFormação de professoresRacionalidade ambiental. This paper aims to reflect on contributions of the Environmental Rationality to Professional Education. It attempts to contribute to teacher education in Professional Education institutions, particularly the Federal Institutes of Education, Science and Technology. The research is theoretical, with a hermeneutical approach, and interpretative and comprehensive potential. The basic elements of analysis are the following: Historical contexts of Professional Education; Epistemological assumptions about the genesis of the Federal Institutes; Organization of the Federal Institute of Rio Grande do Sul. The following ontological principles of Environmental Education have emerged from the analysis: Belonging to the field of knowledge; Pedagogical otherness; Comprehensive circles; Environmental care. The results have evidenced that the Environmental Rationality is in the genesis of the epistemological conception of the Federal Institutes, and that teacher education may potentialize Environmental Education in the institution. It has also been concluded that one of the main alternatives to Environmental Rationality in Professional Education is specific teacher education for Professional Education, i.e. contextualized according to its specificities.Este artículo tiene como objetivo reflexionar sobre los aportes de la Racionalidad Ambiental a la Educación Profesional. Busca contribuir a la formación de docentes en instituciones de Educación Profesional, especialmente en los Institutos Federales de Educación, Ciencia y Tecnología. La investigación realizada fue teórica con un enfoque hermenéutico con potencial interpretativo y comprensivo. Los elementos básicos de análisis fueron: contextos históricos de la educación profesional; Supuestos epistemológicos de la génesis de los Institutos Federales; Organización del Instituto Federal do Rio Grande do Sul. Del análisis surgieron los principios ontológicos de la Educación Ambiental, estos son: Pertenecientes al campo del conocimiento; Alteridad Pedagógica; Comprensión de los círculos y el cuidado del medio ambiente. Los resultados señalaron que la Racionalidad Ambiental está en el origen de la concepción epistemológica de los Institutos Federales y que la formación docente puede potenciar la Educación Ambiental en la institución. También se concluye que una de las principales alternativas de Racionalidad Ambiental en la Educación Profesional es la formación de docentes específicos para la Educación Profesional, es decir, de manera contextualizada a sus especificidades.Este artigo objetiva refletir sobre as contribuições da Racionalidade Ambiental para a Educação Profissional. Busca contribuir com a formação de professores em instituições de Educação Profissional, em especial nos Institutos Federais de Educação, Ciência e Tecnologia. A pesquisa realizada foi teórica de abordagem hermenêutica com potencial interpretativo e compreensivo. Os elementos basilares de análise foram: Contextos históricos da Educação Profissional; pressupostos epistemológicos da gênese dos Institutos Federais; Organização do Instituto Federal do Rio Grande do Sul (IFRS). A partir da análise, emergiram princípios ontológicos de Educação Ambiental: Pertencimento ao campo do saber; Alteridade Pedagógica; Círculos Compreensivos e Cuidado Ambiental. Os resultados sinalizaram que a Racionalidade Ambiental está na gênese da concepção epistemológica dos Institutos Federais e que a formação de professores pode potencializar a Educação Ambiental na instituição. Conclui-se, ainda, que uma das principais alternativas para a Racionalidade Ambiental na Educação Profissional seja a formação de professores específica para a Educação Profissional, isto é, de forma contextualizada às suas especificidades.Research, Society and Development2021-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1336610.33448/rsd-v10i3.13366Research, Society and Development; Vol. 10 No. 3; e41110313366Research, Society and Development; Vol. 10 Núm. 3; e41110313366Research, Society and Development; v. 10 n. 3; e411103133662525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13366/12128Copyright (c) 2021 Márcia Madeira Malta; Elisabeth Brandão Schmidthttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMalta, Márcia Madeira Schmidt, Elisabeth Brandão 2021-03-28T12:03:35Zoai:ojs.pkp.sfu.ca:article/13366Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:43.506212Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Principles of environmental rationality in teacher education for professional education
Principios de racionalidad ambiental en la formación docente para la educación profesional
Princípios de racionalidade ambiental na formação de professores para a educação profissional
title Principles of environmental rationality in teacher education for professional education
spellingShingle Principles of environmental rationality in teacher education for professional education
Malta, Márcia Madeira
Professional education
Teacher education
Environmental rationality.
Educación profesional
Formación de profesores
Racionalidad ambiental.
Educação profissional
Formação de professores
Racionalidade ambiental.
title_short Principles of environmental rationality in teacher education for professional education
title_full Principles of environmental rationality in teacher education for professional education
title_fullStr Principles of environmental rationality in teacher education for professional education
title_full_unstemmed Principles of environmental rationality in teacher education for professional education
title_sort Principles of environmental rationality in teacher education for professional education
author Malta, Márcia Madeira
author_facet Malta, Márcia Madeira
Schmidt, Elisabeth Brandão
author_role author
author2 Schmidt, Elisabeth Brandão
author2_role author
dc.contributor.author.fl_str_mv Malta, Márcia Madeira
Schmidt, Elisabeth Brandão
dc.subject.por.fl_str_mv Professional education
Teacher education
Environmental rationality.
Educación profesional
Formación de profesores
Racionalidad ambiental.
Educação profissional
Formação de professores
Racionalidade ambiental.
topic Professional education
Teacher education
Environmental rationality.
Educación profesional
Formación de profesores
Racionalidad ambiental.
Educação profissional
Formação de professores
Racionalidade ambiental.
description This paper aims to reflect on contributions of the Environmental Rationality to Professional Education. It attempts to contribute to teacher education in Professional Education institutions, particularly the Federal Institutes of Education, Science and Technology. The research is theoretical, with a hermeneutical approach, and interpretative and comprehensive potential. The basic elements of analysis are the following: Historical contexts of Professional Education; Epistemological assumptions about the genesis of the Federal Institutes; Organization of the Federal Institute of Rio Grande do Sul. The following ontological principles of Environmental Education have emerged from the analysis: Belonging to the field of knowledge; Pedagogical otherness; Comprehensive circles; Environmental care. The results have evidenced that the Environmental Rationality is in the genesis of the epistemological conception of the Federal Institutes, and that teacher education may potentialize Environmental Education in the institution. It has also been concluded that one of the main alternatives to Environmental Rationality in Professional Education is specific teacher education for Professional Education, i.e. contextualized according to its specificities.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/13366
10.33448/rsd-v10i3.13366
url https://rsdjournal.org/index.php/rsd/article/view/13366
identifier_str_mv 10.33448/rsd-v10i3.13366
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/13366/12128
dc.rights.driver.fl_str_mv Copyright (c) 2021 Márcia Madeira Malta; Elisabeth Brandão Schmidt
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Márcia Madeira Malta; Elisabeth Brandão Schmidt
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 3; e41110313366
Research, Society and Development; Vol. 10 Núm. 3; e41110313366
Research, Society and Development; v. 10 n. 3; e41110313366
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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