ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2041 |
Resumo: | Environmental Education (EE) emerges as a tool to foster discussions on Climate Change (CC) in the school context. In this sense, the goal of this study was to investigate what is the teachers' perspective on the impacts of CC and how they have been working CC in the classroom as well as how they perceive the potential of environmental education in the face of this process. This study was qualitative research, carried out with 24 educators from 12 institutions of the Municipal Education System of Teresina (SEMEC) how participate in the National Program for Sustainable Schools (PNES). Semistructured questionnaires were applied to them and the data categorized according to the Content Analysis. As a result, it was found that educators relate CC to changes in weather, being the rise in temperature the most perceived impact by them (54.2%), followed by loss of biodiversity and migratory flows. In addition, they presented ecological concepts of EE, they connected the term "Climate Change" to the Biological Sciences and Geography. About 71% of teachers claimed to use environmental awareness activities in class to address CC with an interdisciplinary approach to promote changes in pedagogical practices. Regarding to the Fridays For Future, 62.5% of teachers were unaware of the movement but showed interest in knowing it and 83.3% of educators are willing to support events like this at school. Therefore, according to the results, it can be inferred that it is important to develop EE actions that stimulate students' critical thinking, thus contributing to changes in behavior and decision making in the face of environmental issues. This should occur not only in sustainable schools but in an integral and continuous process in all schools. |
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ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLSEDUCACIÓN AMBIENTAL Y CAMBIO CLIMÁTICO: PERCEPCIÓN Y PRÁCTICAS DE LOS PROFESORES DE ESCUELAS SOSTENIBLESEDUCAÇÃO AMBIENTAL E MUDANÇAS CLIMÁTICAS: PERCEPÇÃO E PRÁTICAS DOS PROFESSORES EM ESCOLAS SUSTENTÁVEISCOM-VIDAEducação climáticaFridays For FuturePolítica públicaSocioambientalCOM-VIDAClimate educationFridays for FuturePublic PolicySocio-environmentalCOM-VIDAEducación climáticaFridays For FuturePolíticas PúblicasSocioambientalEnvironmental Education (EE) emerges as a tool to foster discussions on Climate Change (CC) in the school context. In this sense, the goal of this study was to investigate what is the teachers' perspective on the impacts of CC and how they have been working CC in the classroom as well as how they perceive the potential of environmental education in the face of this process. This study was qualitative research, carried out with 24 educators from 12 institutions of the Municipal Education System of Teresina (SEMEC) how participate in the National Program for Sustainable Schools (PNES). Semistructured questionnaires were applied to them and the data categorized according to the Content Analysis. As a result, it was found that educators relate CC to changes in weather, being the rise in temperature the most perceived impact by them (54.2%), followed by loss of biodiversity and migratory flows. In addition, they presented ecological concepts of EE, they connected the term "Climate Change" to the Biological Sciences and Geography. About 71% of teachers claimed to use environmental awareness activities in class to address CC with an interdisciplinary approach to promote changes in pedagogical practices. Regarding to the Fridays For Future, 62.5% of teachers were unaware of the movement but showed interest in knowing it and 83.3% of educators are willing to support events like this at school. Therefore, according to the results, it can be inferred that it is important to develop EE actions that stimulate students' critical thinking, thus contributing to changes in behavior and decision making in the face of environmental issues. This should occur not only in sustainable schools but in an integral and continuous process in all schools.La Educación Ambiental (EA) surge como una de las maneras de fomentar discusiones sobre el cambio climático (CC) en el contexto escolar. En este sentido, el objetivo era investigar cómo los profesores de educación básica, en un contexto socioambiente, trabajan el CC y perciben sus impactos, así como el potencial de the en el problema climático. Esta investigación tiene carácter cualitativo, realizada con 24 profesores de 12 instituciones de la Red Municipal de Educación de Teresina (RMET), participantes del Programa Nacional de Escuelas Sostenibles (PNES). Se aplicaron cuestionarios semiestructurados y se clasificaron datos según análisis de contenido. Se encontró que los educadores relacionan el CC con los cambios climáticos, y el aumento de la temperatura fue el impacto más percibido (54,2%), seguido de la pérdida de biodiversidad y los flujos migratorios. Presentaron conceptos naturalistas de AE, vinculando el término "Cambio Climático" a las disciplinas de Ciencia y Geografía; El 71% de los profesores utiliza actividades de sensibilización ambiental en las clases para abordar el CC y la interdisciplinaridad ha promovido cambios en las prácticas pedagógicas. En cuanto a los viernes para el futuro, el 62,5% de los docentes desconocía el movimiento, pero mostró interés en conocerlo y el 83,3% de los profesores está dispuesto a apoyar eventos como este en la escuela. Por lo tanto, es importante desarrollar acciones de EA que inculcan el pensamiento crítico de los estudiantes, contribuyan a cambios de comportamiento y toma de decisiones ante problemas ambientales. Esto debe ocurrir no sólo en las escuelas sostenibles, sino de manera integral y continua en todas las escuelas.A Educação Ambiental (EA) emerge como um dos caminhos para fomentar discussões sobre as Mudanças Climáticas (MC) no contexto escolar. Nesse sentido, objetivou-se investigar como professores da educação básica, em um contexto socioambiental, trabalham as MC e percebem seus impactos, assim como o potencial da EA sobre a problemática climática. Esta pesquisa possui natureza qualitativa, realizada com 24 professores de 12 instituições da Rede Municipal de Ensino de Teresina (RMET), participantes do Programa Nacional de Escolas Sustentáveis (PNES). Foram aplicados questionários semiestruturados e os dados categorizados conforme Análise de Conteúdo. Constatou-se que os educadores relacionam MC às alterações no clima, e a elevação da temperatura foi o impacto mais percebido (54,2%), seguidos de perda da biodiversidade e fluxos migratórios. Apresentaram conceitos naturalistas de EA, vinculação do termo “Mudanças Climáticas” às disciplinas de Ciências e Geografia; 71% dos docentes utilizam atividades de sensibilização ambiental nas aulas para abordar as MC e a interdisciplinaridade tem promovido mudanças nas práticas pedagógicas. Com relação ao Fridays For Future, 62,5% dos docentes desconheciam o movimento, mas demonstraram interesse em conhecê-lo e 83,3% dos professores estão dispostos a apoiar eventos como este na escola. Portanto, é importante desenvolver ações de EA que instiguem o pensamento crítico dos alunos, contribuam para mudanças de comportamento e tomada de decisão frente a problemática ambiental. Isso deve ocorrer não apenas em escolas sustentáveis, mas de forma integral e continuada em todas as escolas.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-04-12info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/204110.1590/SciELOPreprints.2041porhttps://preprints.scielo.org/index.php/scielo/article/view/2041/3345Copyright (c) 2021 Neyla Cristiane Rodrigues de Oliveira, Francisca Carla Silva de Oliveira, Denis Barros de Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Neyla Cristiane Rodrigues deOliveira, Francisca Carla Silva deCarvalho, Denis Barros dereponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-03-25T22:05:09Zoai:ops.preprints.scielo.org:preprint/2041Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-03-25T22:05:09SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS EDUCACIÓN AMBIENTAL Y CAMBIO CLIMÁTICO: PERCEPCIÓN Y PRÁCTICAS DE LOS PROFESORES DE ESCUELAS SOSTENIBLES EDUCAÇÃO AMBIENTAL E MUDANÇAS CLIMÁTICAS: PERCEPÇÃO E PRÁTICAS DOS PROFESSORES EM ESCOLAS SUSTENTÁVEIS |
title |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
spellingShingle |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS Oliveira, Neyla Cristiane Rodrigues de COM-VIDA Educação climática Fridays For Future Política pública Socioambiental COM-VIDA Climate education Fridays for Future Public Policy Socio-environmental COM-VIDA Educación climática Fridays For Future Políticas Públicas Socioambiental |
title_short |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
title_full |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
title_fullStr |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
title_full_unstemmed |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
title_sort |
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE: PERCEPTION AND PRACTICES OF TEACHERS IN SUSTAINABLE SCHOOLS |
author |
Oliveira, Neyla Cristiane Rodrigues de |
author_facet |
Oliveira, Neyla Cristiane Rodrigues de Oliveira, Francisca Carla Silva de Carvalho, Denis Barros de |
author_role |
author |
author2 |
Oliveira, Francisca Carla Silva de Carvalho, Denis Barros de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Oliveira, Neyla Cristiane Rodrigues de Oliveira, Francisca Carla Silva de Carvalho, Denis Barros de |
dc.subject.por.fl_str_mv |
COM-VIDA Educação climática Fridays For Future Política pública Socioambiental COM-VIDA Climate education Fridays for Future Public Policy Socio-environmental COM-VIDA Educación climática Fridays For Future Políticas Públicas Socioambiental |
topic |
COM-VIDA Educação climática Fridays For Future Política pública Socioambiental COM-VIDA Climate education Fridays for Future Public Policy Socio-environmental COM-VIDA Educación climática Fridays For Future Políticas Públicas Socioambiental |
description |
Environmental Education (EE) emerges as a tool to foster discussions on Climate Change (CC) in the school context. In this sense, the goal of this study was to investigate what is the teachers' perspective on the impacts of CC and how they have been working CC in the classroom as well as how they perceive the potential of environmental education in the face of this process. This study was qualitative research, carried out with 24 educators from 12 institutions of the Municipal Education System of Teresina (SEMEC) how participate in the National Program for Sustainable Schools (PNES). Semistructured questionnaires were applied to them and the data categorized according to the Content Analysis. As a result, it was found that educators relate CC to changes in weather, being the rise in temperature the most perceived impact by them (54.2%), followed by loss of biodiversity and migratory flows. In addition, they presented ecological concepts of EE, they connected the term "Climate Change" to the Biological Sciences and Geography. About 71% of teachers claimed to use environmental awareness activities in class to address CC with an interdisciplinary approach to promote changes in pedagogical practices. Regarding to the Fridays For Future, 62.5% of teachers were unaware of the movement but showed interest in knowing it and 83.3% of educators are willing to support events like this at school. Therefore, according to the results, it can be inferred that it is important to develop EE actions that stimulate students' critical thinking, thus contributing to changes in behavior and decision making in the face of environmental issues. This should occur not only in sustainable schools but in an integral and continuous process in all schools. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2041 10.1590/SciELOPreprints.2041 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2041 |
identifier_str_mv |
10.1590/SciELOPreprints.2041 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://preprints.scielo.org/index.php/scielo/article/view/2041/3345 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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