Pensamento Complexo e Educação Ambiental Crítica na formação de professores nas escolas públicas do município de Campina do Simão

• Autor(a) principal: Mazurek, Daniel
• Data de Publicação: 2020
• 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/1455
• topic: Educação Ambiental; Sala de Aula; Formação; Prática Docente; Environmental Education; Classroom; Training; Teaching Practice; EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS

Environmental Education (EE), as a field of knowledge, presents itself as essential in the discussions that propose to face the socio-environmental problems of today, being the educational spaces the main places for such discussions. However, countless studies show that EE is still worked on in a conservative and naive way, and often this issue is related to deficiencies in the initial and continuing training of teachers, as well as in the development of curricula in teaching. In this sense, this survey intends to answer if it is possible, through a continuous training course for teachers in EE on the critical side, to enable projects that broaden the reflection and action of basic education teachers, qualifying their pedagogical and social practice in relation to regional social and environmental issues. The research, of qualitative base, had as participants teachers of the public school system of the city of Campina do Simão/PR. The teachers went through a continuous training course in EE, in the modality of distance learning, which in the last module had, as an activity, the elaboration and application of an action project in Critical EE. The information was collected pre and post course, through a questionnaire. The pre-project and the project prepared by the teachers at the end of the course were also analyzed, projects that aimed their application in their respective schools. The results revealed that the majority of the municipal school teachers had some contact with EE in their day-to-day classroom activities, while the state school teachers had contact with EE during undergraduate or graduate courses. The analysis of the project proposal and the project revealed the deficiency in the training of these teachers and the difficulties they face when working with EE in the classroom. Although the course has awakened participants' sensitivity to socio-environmental issues and how to work with them in the classroom, it alone has not been enough for a change in critical thinking, reinforcing the condition that EE is a formative process and needs to be worked on continuously.