Interpretive Trails and Controversial Themes: A Methodological Approach to Teaching

• Autor(a) principal: Moreira, Ana Lucia Olivo Rosas
• Data de Publicação: 2019
• Outros Autores: Junior, Elio Jacob Hennrich, Pereira, Marcos Paulo Alberto, dos Santos, Andressa Barbosa, Sanches, Denise Godoi Ribeiro, Reis, Pedro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v11i2.5908

Contemporary education aims at the formation of individuals able to think and act about socio-environmental, socio-scientific and technological issues. In this context, to promote teaching and learning that aims to an integrated approach to these issues it is also necessary to improve teacher training, both initiatory and continued formation, provoking thought, discussion, argumentation and decision-making. In this sense, the present work, characterized as an educational experience report, focuses on conducting Interpretive trails with Controversial Issues as an innovative pedagogical strategy. This is a proposal developed in a Teacher’s qualification class that beyond to understand, to apply and to propose the methodology, sought to qualify professionals who go along with social advances and are willing to experience it in their teaching practice. The course attended 18 participants, identified as undergraduates and postgraduates of various undergraduate courses, as well as teachers of elementary, junior high and high school. For the appropriation of the teaching methodology, the participants presented as a pedagogical proposal interpretative trails to be developed in the graveyard; city parks and zoo. They pointed out several aspects that they could address to the controversy’s proposal, such as history, people’s relationship with the environments, the sense of the place, among others. The course has contributed to the formation of teachers since it enabled the promotion of new practices related to the contemporary context and the assumptions of Environmental Education and Science / Technology / Society / Environment - CTSA.