THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/833 |
Resumo: | The dam’s rupture occurred in Brazil in previous years caused irreparable environmental impacts that cannot undergo unnoticed. In this context, it become important to discuss in the school the socio environmental consequences caused by those accidents. In this paper it is presented a pedagogical practice involving the project’s pedagogy that had as an objective explore its contributions in the comprehension of those consequences. 75 students from the High School integrated to the Buildings Technical School participated in this practice. The students were divided into groups and developed their projects having as reference the steps presented by Nogueira (2008). The evaluation process was procedural and diagnostical, that is, passed through all the project’s steps. The results of this evaluation pointed that the project’s pedagogy contributes not only to the comprehension of the social and environmental impacts of the accidents involving dams, but also developed autonomy and knowledges to address this theme. |
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THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMSA PEDAGOGIA DE PROJETOS NA COMPREENSÃO DAS CONSEQUÊNCIAS SOCIOAMBIENTAIS DE ACIDENTES COM BARRAGENSPedagogia de ProjetosEnsino TécnicoAcidentes com BarragensPedagogy ProjectEnvironmental AccidentsDam AccidentsThe dam’s rupture occurred in Brazil in previous years caused irreparable environmental impacts that cannot undergo unnoticed. In this context, it become important to discuss in the school the socio environmental consequences caused by those accidents. In this paper it is presented a pedagogical practice involving the project’s pedagogy that had as an objective explore its contributions in the comprehension of those consequences. 75 students from the High School integrated to the Buildings Technical School participated in this practice. The students were divided into groups and developed their projects having as reference the steps presented by Nogueira (2008). The evaluation process was procedural and diagnostical, that is, passed through all the project’s steps. The results of this evaluation pointed that the project’s pedagogy contributes not only to the comprehension of the social and environmental impacts of the accidents involving dams, but also developed autonomy and knowledges to address this theme.O rompimento de barragens que ocorreram no Brasil nos últimos anos provocou impactos ambientais irreparáveis que não podem passar despercebidos. Nesse contexto, torna-se importante discutir na escola as consequências socioambientais provocadas por esses acidentes. Nesse artigo apresenta-se uma prática pedagógica envolvendo a pedagogia de projetos que teve como objetivo investigar sua contribuição na compreensão dessas consequências. A metodologia utilizada foi a pesquisa qualitativa. Participaram dessa prática 75 alunos do Ensino Médio Integrado ao Técnico em Edificações. Os alunos foram divididos em grupos e desenvolveram seus projetos tendo como referência as etapas propostas por Nogueira (2008). O processo avaliativo foi processual e diagnóstico, ou seja, perpassou todas as etapas do projeto. Os resultados dessa avaliação evidenciaram que a pedagogia de projetos contribuiu não só para a compreensão dos impactos socioambientais dos acidentes envolvendo barragens, mas também desenvolveu autonomia e contribuiu para a construção de conhecimento para tratar dessa temática.Revista Prática Docente2020-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCiênciasCiênciasCiênciasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/83310.23926/RPD.2526-2149.2020.v5.n3.p1927-1943.id833Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 3 (2020): September to December 2020; 1927-1943Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 3 (2020): Septiembre a diciembre de 2020; 1927-1943Revista Prática Docente; v. 5 n. 3 (2020): Setembro a Dezembro 2020 (Fluxo contínuo); 1927-19432526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/833/416Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAmaral, Carmem Lúcia CostaBaldoria, Tatiane 2022-06-03T13:01:57Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/833Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:01:57Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS A PEDAGOGIA DE PROJETOS NA COMPREENSÃO DAS CONSEQUÊNCIAS SOCIOAMBIENTAIS DE ACIDENTES COM BARRAGENS |
title |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
spellingShingle |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS Amaral, Carmem Lúcia Costa Pedagogia de Projetos Ensino Técnico Acidentes com Barragens Pedagogy Project Environmental Accidents Dam Accidents |
title_short |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
title_full |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
title_fullStr |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
title_full_unstemmed |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
title_sort |
THE PROJECTS PEDAGOGY IN UNDERSTANDING THE SOCIAL AND ENVIRONMENTAL CONSEQUENCES OF ACCIDENTS WITH DAMS |
author |
Amaral, Carmem Lúcia Costa |
author_facet |
Amaral, Carmem Lúcia Costa Baldoria, Tatiane |
author_role |
author |
author2 |
Baldoria, Tatiane |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Amaral, Carmem Lúcia Costa Baldoria, Tatiane |
dc.subject.por.fl_str_mv |
Pedagogia de Projetos Ensino Técnico Acidentes com Barragens Pedagogy Project Environmental Accidents Dam Accidents |
topic |
Pedagogia de Projetos Ensino Técnico Acidentes com Barragens Pedagogy Project Environmental Accidents Dam Accidents |
description |
The dam’s rupture occurred in Brazil in previous years caused irreparable environmental impacts that cannot undergo unnoticed. In this context, it become important to discuss in the school the socio environmental consequences caused by those accidents. In this paper it is presented a pedagogical practice involving the project’s pedagogy that had as an objective explore its contributions in the comprehension of those consequences. 75 students from the High School integrated to the Buildings Technical School participated in this practice. The students were divided into groups and developed their projects having as reference the steps presented by Nogueira (2008). The evaluation process was procedural and diagnostical, that is, passed through all the project’s steps. The results of this evaluation pointed that the project’s pedagogy contributes not only to the comprehension of the social and environmental impacts of the accidents involving dams, but also developed autonomy and knowledges to address this theme. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Ciências Ciências Ciências |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/833 10.23926/RPD.2526-2149.2020.v5.n3.p1927-1943.id833 |
url |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/833 |
identifier_str_mv |
10.23926/RPD.2526-2149.2020.v5.n3.p1927-1943.id833 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/833/416 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 A Revista Prática Docente tem o direito de primeira publicação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 5 No. 3 (2020): September to December 2020; 1927-1943 Revista Prática Docente (Revista Práctica Docente); Vol. 5 Núm. 3 (2020): Septiembre a diciembre de 2020; 1927-1943 Revista Prática Docente; v. 5 n. 3 (2020): Setembro a Dezembro 2020 (Fluxo contínuo); 1927-1943 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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