Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1179 |
Resumo: | The present research had the purpose of analyzing the educational processes of Environmental Education in the context of the Indigenous School Education of the village of Marrecas in Turvo-PR, with theoretical foundation of Piaget in socioocentrada education and Freire in emancipatory and libertarian education, besides Veiga and Faustino who Provides the critical basis of Indigenous School Education, which has its own legislation that gives the community autonomy in the school space, and a flexible teaching to its specificities and peculiarities. The research is ethnographic based on participatory observations with interventions and interviews in the school space, which includes the participation of teachers, managers, pedagogical team and other professionals, indigenous and non-indigenous. The analysis was theoretically referenced to the constitutive principles of this educational dimension: cooperation and reciprocity, ethics and responsibility, emancipatory autonomy, environmental sustainability, transversality and interdisciplinarity. The results evidenced that the identity of Piaget's thinking about socio-entertained education that comes from the social perspective of the indigenous community that values collective, cooperation and reciprocity, as well as the thinking of Paulo Freire with a critical conception of Environmental Education, Conception of being human, while unfinished, relational and ethical, responsible and part of nature; This relationship of identity corroborates the vision of interdependence of the human being and the natural environment, of the social, economic and cultural factors for the construction of an ecological subject that manages to relate these elements in a critical way by the awareness. The research focuses on contextualizing the local environment for the construction of Critical Environmental Education, since dealing with environmental issues as experiences and local experiences of the subjects, reveals real alternatives for overcoming and preventing problems. Thus, the socio-pedagogical conception has as a methodological basis the dialogue between educators and learners, always problematized with the context, and thus, leading to environmental education in a new perspective, which transcends pragmatic content education but allows intellectual autonomy , Provokes the senses and the sharpness to understand the totality, in this way promotes an awareness because it places the subject within the environmental problematic, inserted in it, its role goes from supporting the protagonist in the transformation of the world, so that it is a more Fair, sustainable, supportive and self-conscious. |
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Vestena, Carla Luciane Blumhttp://lattes.cnpq.br/0863582713179217068.364.039-97http://lattes.cnpq.br/8716922114557211Barreto, Helen Leandra2019-08-22T12:38:18Z2017-08-25Barreto, Helen Leandra. Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR. 2017. 126 f. Dissertação (Programa de Pós-Graduação em Educação (Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1179The present research had the purpose of analyzing the educational processes of Environmental Education in the context of the Indigenous School Education of the village of Marrecas in Turvo-PR, with theoretical foundation of Piaget in socioocentrada education and Freire in emancipatory and libertarian education, besides Veiga and Faustino who Provides the critical basis of Indigenous School Education, which has its own legislation that gives the community autonomy in the school space, and a flexible teaching to its specificities and peculiarities. The research is ethnographic based on participatory observations with interventions and interviews in the school space, which includes the participation of teachers, managers, pedagogical team and other professionals, indigenous and non-indigenous. The analysis was theoretically referenced to the constitutive principles of this educational dimension: cooperation and reciprocity, ethics and responsibility, emancipatory autonomy, environmental sustainability, transversality and interdisciplinarity. The results evidenced that the identity of Piaget's thinking about socio-entertained education that comes from the social perspective of the indigenous community that values collective, cooperation and reciprocity, as well as the thinking of Paulo Freire with a critical conception of Environmental Education, Conception of being human, while unfinished, relational and ethical, responsible and part of nature; This relationship of identity corroborates the vision of interdependence of the human being and the natural environment, of the social, economic and cultural factors for the construction of an ecological subject that manages to relate these elements in a critical way by the awareness. The research focuses on contextualizing the local environment for the construction of Critical Environmental Education, since dealing with environmental issues as experiences and local experiences of the subjects, reveals real alternatives for overcoming and preventing problems. Thus, the socio-pedagogical conception has as a methodological basis the dialogue between educators and learners, always problematized with the context, and thus, leading to environmental education in a new perspective, which transcends pragmatic content education but allows intellectual autonomy , Provokes the senses and the sharpness to understand the totality, in this way promotes an awareness because it places the subject within the environmental problematic, inserted in it, its role goes from supporting the protagonist in the transformation of the world, so that it is a more Fair, sustainable, supportive and self-conscious.A presente pesquisa teve como finalidade analisar os processos educacionais da Educação Ambiental no contexto da Educação Escolar Indígena da aldeia de Marrecas no Turvo-PR, com fundamentação teórica de Piaget na educação sociocentrada e Freire na educação emancipatória e libertária, além de Veiga e Faustino que fornece a base crítica da Educação Escolar Indígena, que possui uma legislação própria que confere a comunidade autonomia no espaço escolar e, um ensino flexível à suas especificidades e peculiaridades. A pesquisa é etnográfica baseada em observações-participativas com intervenções e entrevistas no espaço escolar, dos quais abrange a participação de educadores, gestores, equipe pedagógica e demais profissionais, indígenas e não indígenas. A análise foi referenciada teoricamente aos princípios constitutivos dessa dimensão educacional: cooperação e reciprocidade, ética e responsabilidade, autonomia emancipatória, sustentabilidade ambiental, transversalidade e a interdisciplinaridade. Os resultados evidenciaram que a identidade do pensamento de Piaget sobre a educação sociocentrada que vem de encontro a perspectiva social da comunidade indígena que preza pela coletividade, cooperação e reciprocidade, como também o pensamento de Paulo Freire com uma concepção crítica de Educação Ambiental, quanto à concepção de ser humano, enquanto inacabado, relacional e ético, responsável e que faz parte da natureza; essa relação de identidade corrobora a visão de interdependência do ser humano e o meio natural, dos fatores sociais, econômicos e culturais para construção de um sujeito ecológico que consegue relacionar esses elementos de forma crítica pela tomada de consciência. A pesquisa enfoca contextualizar o ambiente local para a construção da Educação Ambiental crítica, pois tratar das problemáticas ambientais enquanto vivências e experiências locais dos sujeitos educandos, desvela alternativas reais de superação e prevenção de problemas. Assim, a concepção sócio-pedagógica, tem como base metodológica, o diálogo entre educadores e educandos, sempre problematizado com o contexto, e dessa forma, conduzindo à Educação ambiental em nova ótica, que transpassa o ensino conteúdista pragmático, mas que possibilita autonomia intelectual, provoca os sentidos e o aguça para entender a totalidade, dessa forma promove uma tomada de consciência pois coloca o sujeito dentro da problemática ambiental, inserido nele, seu papel passa de coadjuvante a protagonista na transformação do mundo, para que ele seja um mundo mais justo, sustentável, solidário e autoconsciente.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2019-08-22T12:38:18Z No. of bitstreams: 1 HELEN LEANDRA BARRETO.pdf: 1823743 bytes, checksum: 2c211540e6a1cb538043eac7765ecfb3 (MD5)Made available in DSpace on 2019-08-22T12:38:18Z (GMT). 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dc.title.por.fl_str_mv |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
dc.title.alternative.eng.fl_str_mv |
Environmental Education at the Kaingang community school in Marrecas - Turvo / PR. |
title |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
spellingShingle |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR Barreto, Helen Leandra Educação Escolar Indígena processos educacionais Educação Ambiental Indigenous School Education educational processes Environmental Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
title_full |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
title_fullStr |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
title_full_unstemmed |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
title_sort |
Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR |
author |
Barreto, Helen Leandra |
author_facet |
Barreto, Helen Leandra |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vestena, Carla Luciane Blum |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0863582713179217 |
dc.contributor.authorID.fl_str_mv |
068.364.039-97 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8716922114557211 |
dc.contributor.author.fl_str_mv |
Barreto, Helen Leandra |
contributor_str_mv |
Vestena, Carla Luciane Blum |
dc.subject.por.fl_str_mv |
Educação Escolar Indígena processos educacionais Educação Ambiental |
topic |
Educação Escolar Indígena processos educacionais Educação Ambiental Indigenous School Education educational processes Environmental Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Indigenous School Education educational processes Environmental Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present research had the purpose of analyzing the educational processes of Environmental Education in the context of the Indigenous School Education of the village of Marrecas in Turvo-PR, with theoretical foundation of Piaget in socioocentrada education and Freire in emancipatory and libertarian education, besides Veiga and Faustino who Provides the critical basis of Indigenous School Education, which has its own legislation that gives the community autonomy in the school space, and a flexible teaching to its specificities and peculiarities. The research is ethnographic based on participatory observations with interventions and interviews in the school space, which includes the participation of teachers, managers, pedagogical team and other professionals, indigenous and non-indigenous. The analysis was theoretically referenced to the constitutive principles of this educational dimension: cooperation and reciprocity, ethics and responsibility, emancipatory autonomy, environmental sustainability, transversality and interdisciplinarity. The results evidenced that the identity of Piaget's thinking about socio-entertained education that comes from the social perspective of the indigenous community that values collective, cooperation and reciprocity, as well as the thinking of Paulo Freire with a critical conception of Environmental Education, Conception of being human, while unfinished, relational and ethical, responsible and part of nature; This relationship of identity corroborates the vision of interdependence of the human being and the natural environment, of the social, economic and cultural factors for the construction of an ecological subject that manages to relate these elements in a critical way by the awareness. The research focuses on contextualizing the local environment for the construction of Critical Environmental Education, since dealing with environmental issues as experiences and local experiences of the subjects, reveals real alternatives for overcoming and preventing problems. Thus, the socio-pedagogical conception has as a methodological basis the dialogue between educators and learners, always problematized with the context, and thus, leading to environmental education in a new perspective, which transcends pragmatic content education but allows intellectual autonomy , Provokes the senses and the sharpness to understand the totality, in this way promotes an awareness because it places the subject within the environmental problematic, inserted in it, its role goes from supporting the protagonist in the transformation of the world, so that it is a more Fair, sustainable, supportive and self-conscious. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-25 |
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2019-08-22T12:38:18Z |
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Barreto, Helen Leandra. Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR. 2017. 126 f. Dissertação (Programa de Pós-Graduação em Educação (Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/1179 |
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Barreto, Helen Leandra. Educação Ambiental na escola da comunidade Kaingang de Marrecas – Turvo/PR. 2017. 126 f. Dissertação (Programa de Pós-Graduação em Educação (Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
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