Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Universitário da Ânima (RUNA) |
Texto Completo: | https://repositorio.animaeducacao.com.br/handle/ANIMA/3488 |
Resumo: | This research in a master¿s degree level, had as an objective to analyze if the Curricular Orientations for the Child Education in the Municipal Network (FLORIANÓPOLIS, 2012) in theCenter of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education (BRASIL, 2009a) present evidence and aids that collaborate with the curricular environmentalization process and consider the affection relationship and caring as essential to the forming process of the Child Education. The research, of qualitative, exploratory and documental matter, comprehended an analysis of the mentioned documents. The bibliographical uprising (literature) considered the theoretical assumption of the environmentalization theme. Twenty key-expressions that can signalize the existence of evidence and aids of an environmentalized curriculum: Social/Society, Sustain/Sustainability, social-environmental, ecology/ecologic, nature/natural (FIGUEIREDO; GUERRA, 2014) and others defined by this research (Environment Education, Environment, natural environment, biodiversity, environment sustainability, sustainability development, water, energy, consume, residue/trash, care, affection, tenderness, human values and love)were used. The searching for these key-expressions, in both documents, happened according to a generated file in a researchable Portable Document Format (PDF), using the ¿search¿ tool (SANTOS; FERREIRA, 2015). The reflection throughout the findings happened correlating with the researches in the area. Among the results, it was observed that, in the National Curricular Guidelines for the Child Education, from the twenty key-expressions researched, seven have been contemplated. Whereas, in the Curricular Orientations for the Child Education at the Municipal Network of Florianópolis, specifically at the Center of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education, twelve key-expressions have been contemplated. It is suitable to reinforce that the contexts of the key-expressions remind partially the evidence and aids to an environmentalized curriculum. Although the information found does not reflect a reality of a consolidated environmentalization process, it shows some possibilities in that way. It is important to emphasize that the simple occurrence of the key-expressions in the body of the studied documents does not necessarily mean that the curricular environmentalization have been fully incorporated, but may indicate some preoccupation in treating/incorporating the reflection/discussion of the aspects of the environmental problematic in this significant stage of the Basic Education. This research did not have as an objective to evaluate the documents, neither to attribute them a value judgment. It is believed that both documents may contemplate even more the relating aspects to the environmentalization and to the dimensions of the affection and caring in the Child Education. The tests done in this research, as aids to the Child Education, came from some adaptations of related authors. An environmentalized curriculum, in the conception of this research, must predict/propitiate that the unities of Child Education establish a more balanced and sustained relation with the environment; To commit with a formation founded in the affection and caring, organizing the institutions to be examples to the children and to the community . The educational environment, when applying approaches committed to the environmentalization and under the affection and caring, has the opportunity of becoming a reference to its community and to contribute to the formation of sensitive, affectionate, responsible, ethic citizens that are willing to assume a commitment with the social-environmental sustainability in all its nuances and dimensions. |
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Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidadoAmbientalização curricularEducação infantilAfetoCuidadoSustentabilidade socioambientalOrientações curricularesThis research in a master¿s degree level, had as an objective to analyze if the Curricular Orientations for the Child Education in the Municipal Network (FLORIANÓPOLIS, 2012) in theCenter of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education (BRASIL, 2009a) present evidence and aids that collaborate with the curricular environmentalization process and consider the affection relationship and caring as essential to the forming process of the Child Education. The research, of qualitative, exploratory and documental matter, comprehended an analysis of the mentioned documents. The bibliographical uprising (literature) considered the theoretical assumption of the environmentalization theme. Twenty key-expressions that can signalize the existence of evidence and aids of an environmentalized curriculum: Social/Society, Sustain/Sustainability, social-environmental, ecology/ecologic, nature/natural (FIGUEIREDO; GUERRA, 2014) and others defined by this research (Environment Education, Environment, natural environment, biodiversity, environment sustainability, sustainability development, water, energy, consume, residue/trash, care, affection, tenderness, human values and love)were used. The searching for these key-expressions, in both documents, happened according to a generated file in a researchable Portable Document Format (PDF), using the ¿search¿ tool (SANTOS; FERREIRA, 2015). The reflection throughout the findings happened correlating with the researches in the area. Among the results, it was observed that, in the National Curricular Guidelines for the Child Education, from the twenty key-expressions researched, seven have been contemplated. Whereas, in the Curricular Orientations for the Child Education at the Municipal Network of Florianópolis, specifically at the Center of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education, twelve key-expressions have been contemplated. It is suitable to reinforce that the contexts of the key-expressions remind partially the evidence and aids to an environmentalized curriculum. Although the information found does not reflect a reality of a consolidated environmentalization process, it shows some possibilities in that way. It is important to emphasize that the simple occurrence of the key-expressions in the body of the studied documents does not necessarily mean that the curricular environmentalization have been fully incorporated, but may indicate some preoccupation in treating/incorporating the reflection/discussion of the aspects of the environmental problematic in this significant stage of the Basic Education. This research did not have as an objective to evaluate the documents, neither to attribute them a value judgment. It is believed that both documents may contemplate even more the relating aspects to the environmentalization and to the dimensions of the affection and caring in the Child Education. The tests done in this research, as aids to the Child Education, came from some adaptations of related authors. An environmentalized curriculum, in the conception of this research, must predict/propitiate that the unities of Child Education establish a more balanced and sustained relation with the environment; To commit with a formation founded in the affection and caring, organizing the institutions to be examples to the children and to the community . The educational environment, when applying approaches committed to the environmentalization and under the affection and caring, has the opportunity of becoming a reference to its community and to contribute to the formation of sensitive, affectionate, responsible, ethic citizens that are willing to assume a commitment with the social-environmental sustainability in all its nuances and dimensions.A presente pesquisa, em nível de Mestrado, teve por objetivo analisar se as Orientações Curriculares para a Educação Infantil da Rede Municipal de Florianópolis (FLORIANÓPOLIS, 2012), no Núcleo de Ação Pedagógica das Relações com a Natureza e as Diretrizes Curriculares Nacionais para a Educação Infantil (BRASIL, 2009a) apresentam indícios e subsídios que colaboram com o processo de ambientalização curricular e consideram as relações de afeto e cuidado como essenciais aos processos formativos na Educação Infantil. A pesquisa, de cunho qualitativa, exploratória e documental, compreendeu uma análise dos documentos mencionados. O levantamento bibliográfico considerou os pressupostos teóricos da temática da ambientalização. Foram selecionadas vinte expressões-chave que podem sinalizar a existência de indícios e subsídios de um currículo ambientalizado: social/sociedade, sustentável/sustentabilidade, socioambiental, ecologia/ecológico, natureza/natural (FIGUEIREDO; GUERRA, 2014) e outras definidas por esta pesquisa (educação ambiental, meio ambiente, ambiente natural, biodiversidade, sustentabilidade ambiental, desenvolvimento sustentável, água, energia, consumo, resíduos/lixo, cuidado, afeto, ternura, valores e amor). A busca pelas expressões-chave, nos dois documentos, ocorreu a partir de um arquivo gerado em Portable Document Format (PDF) pesquisável, utilizando a ferramenta ¿localizador¿ (SANTOS; FERREIRA, 2015). A reflexão acerca dos achados deu-se correlacionando com as pesquisas na área. Dentre os resultados, observou-se que, nas Diretrizes Curriculares Nacionais para a Educação Infantil, das vinte expressões-chave pesquisadas, sete foram contempladas. Já nas Orientações Curriculares para a Educação Infantil da Rede Municipal de Florianópolis, especificamente no Núcleo de Ação Pedagógica das Relações com a Natureza, doze expressões-chave foram contempladas. Cabe ressaltar que os contextos das expressões contempladas remetem, em parte, a indícios e subsídios para um currículo ambientalizado. Embora as informações encontradas não reflitam a realidade de um processo de ambientalização consolidado, apontam algumas possibilidades nessa direção. Importante enfatizar que a simples ocorrência das expressões-chave no corpo dos documentos estudados não representa necessariamente que a ambientalização curricular tenha sido plenamente incorporada, mas pode indicar certa preocupação em tratar/incorporar a reflexão/discussão de aspectos da problemática ambiental nessa significativa etapa da Educação Básica. Esta pesquisa não teve como objetivo avaliar os documentos nem atribuir-lhes um juízo de valor. Acredita-se que os dois documentos podem contemplar ainda mais aspectos atinentes à ambientalização e às dimensões do afeto e do cuidado na Educação Infantil. Os ensaios efetuados, nesta pesquisa, como subsídios à Educação Infantil, decorreram de algumas adaptações de autores relatados. Um currículo ambientalizado, na concepção desta pesquisa, deve prever/oportunizar que as unidades de Educação Infantil estabeleçam uma relação mais equilibrada e sustentável com o meio ambiente; comprometer-se com uma formação alicerçada no afeto e no cuidado, organizando as instituições para que sejam exemplo às crianças e à comunidade. O ambiente educacional, ao empregar abordagens comprometidas com a ambientalização e sob a perspectiva do afeto e do cuidado, tem a possibilidade de tornar-se uma referência para a sua comunidade e contribuir para a formação de cidadãos sensíveis, afetuosos, responsáveis, éticos e dispostos a assumir o compromisso com a sustentabilidade socioambiental em todas as suas nuances e dimensões.Marcomin, Fátima ElizabetiZeglin, Irene Vonsovicz2017-10-23T16:43:49Z2020-11-26T21:49:27Z2017-10-23T16:43:49Z2020-11-26T21:49:27Z2016info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis191 f.application/pdfhttps://repositorio.animaeducacao.com.br/handle/ANIMA/3488Programa de Pós-Graduação em EducaçãoTubarãoporreponame:Repositório Universitário da Ânima (RUNA)instname:Ânima Educaçãoinstacron:Ânimainfo:eu-repo/semantics/openAccess2020-12-01T16:59:38Zoai:repositorio.animaeducacao.com.br:ANIMA/3488Repositório InstitucionalPRIhttps://repositorio.animaeducacao.com.br/oai/requestcontato@animaeducacao.com.bropendoar:2020-12-01T16:59:38Repositório Universitário da Ânima (RUNA) - Ânima Educaçãofalse |
dc.title.none.fl_str_mv |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
title |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
spellingShingle |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado Zeglin, Irene Vonsovicz Ambientalização curricular Educação infantil Afeto Cuidado Sustentabilidade socioambiental Orientações curriculares |
title_short |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
title_full |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
title_fullStr |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
title_full_unstemmed |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
title_sort |
Ambientalização curricular na educação infantil : um diálogo possível a partir das relações com a natureza, o afeto e o cuidado |
author |
Zeglin, Irene Vonsovicz |
author_facet |
Zeglin, Irene Vonsovicz |
author_role |
author |
dc.contributor.none.fl_str_mv |
Marcomin, Fátima Elizabeti |
dc.contributor.author.fl_str_mv |
Zeglin, Irene Vonsovicz |
dc.subject.por.fl_str_mv |
Ambientalização curricular Educação infantil Afeto Cuidado Sustentabilidade socioambiental Orientações curriculares |
topic |
Ambientalização curricular Educação infantil Afeto Cuidado Sustentabilidade socioambiental Orientações curriculares |
description |
This research in a master¿s degree level, had as an objective to analyze if the Curricular Orientations for the Child Education in the Municipal Network (FLORIANÓPOLIS, 2012) in theCenter of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education (BRASIL, 2009a) present evidence and aids that collaborate with the curricular environmentalization process and consider the affection relationship and caring as essential to the forming process of the Child Education. The research, of qualitative, exploratory and documental matter, comprehended an analysis of the mentioned documents. The bibliographical uprising (literature) considered the theoretical assumption of the environmentalization theme. Twenty key-expressions that can signalize the existence of evidence and aids of an environmentalized curriculum: Social/Society, Sustain/Sustainability, social-environmental, ecology/ecologic, nature/natural (FIGUEIREDO; GUERRA, 2014) and others defined by this research (Environment Education, Environment, natural environment, biodiversity, environment sustainability, sustainability development, water, energy, consume, residue/trash, care, affection, tenderness, human values and love)were used. The searching for these key-expressions, in both documents, happened according to a generated file in a researchable Portable Document Format (PDF), using the ¿search¿ tool (SANTOS; FERREIRA, 2015). The reflection throughout the findings happened correlating with the researches in the area. Among the results, it was observed that, in the National Curricular Guidelines for the Child Education, from the twenty key-expressions researched, seven have been contemplated. Whereas, in the Curricular Orientations for the Child Education at the Municipal Network of Florianópolis, specifically at the Center of Pedagogical Action of the Relations with the Nature and the National Curricular Guidelines for the Child Education, twelve key-expressions have been contemplated. It is suitable to reinforce that the contexts of the key-expressions remind partially the evidence and aids to an environmentalized curriculum. Although the information found does not reflect a reality of a consolidated environmentalization process, it shows some possibilities in that way. It is important to emphasize that the simple occurrence of the key-expressions in the body of the studied documents does not necessarily mean that the curricular environmentalization have been fully incorporated, but may indicate some preoccupation in treating/incorporating the reflection/discussion of the aspects of the environmental problematic in this significant stage of the Basic Education. This research did not have as an objective to evaluate the documents, neither to attribute them a value judgment. It is believed that both documents may contemplate even more the relating aspects to the environmentalization and to the dimensions of the affection and caring in the Child Education. The tests done in this research, as aids to the Child Education, came from some adaptations of related authors. An environmentalized curriculum, in the conception of this research, must predict/propitiate that the unities of Child Education establish a more balanced and sustained relation with the environment; To commit with a formation founded in the affection and caring, organizing the institutions to be examples to the children and to the community . The educational environment, when applying approaches committed to the environmentalization and under the affection and caring, has the opportunity of becoming a reference to its community and to contribute to the formation of sensitive, affectionate, responsible, ethic citizens that are willing to assume a commitment with the social-environmental sustainability in all its nuances and dimensions. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2017-10-23T16:43:49Z 2017-10-23T16:43:49Z 2020-11-26T21:49:27Z 2020-11-26T21:49:27Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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https://repositorio.animaeducacao.com.br/handle/ANIMA/3488 |
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https://repositorio.animaeducacao.com.br/handle/ANIMA/3488 |
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Programa de Pós-Graduação em Educação |
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openAccess |
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191 f. application/pdf |
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