A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/1240 |
Resumo: | Environmental Education (EA) is one of the most important alternatives for facing the social and environmental crisis and the school is one of the most important spaces for its development. The National Curriculum Guidelines for Environmental Education, recommends that EA be worked on in all curricula of different levels and modalities of education. On the other hand, countless researches have pointed to the predominance of conservative approaches in their formal insertion. Thus, the present research aims to analyze the complexity involved in the insertion of EE in the school context, especially emphasizing the curriculum, the initial formation and the teacher's practice. The research is qualitative approach having as participants of the research teachers from a State College of a city of Paraná's State, who answered a questionnaire and participated in a focus group. Another instrument used was the document analysis, which had as its object of investigation the curricula of the undergraduate courses of the research participants, before and after the implementation of the National Curriculum Guidelines for Environmental Education. The curricula were analyzed based on Curriculum Environmental indicators. The results revealed that teachers started and practice EE, but many reports approached of Conservative and Pragmatic approaches. About the teachers initial formation reported few experiences related to EE during the undergraduate, in some reports it was realized that it was worked in a secondary way as separate projects and sporadically. The curricula revealed that prior to 2012 the EA was not included in these documents, or simply cited it in the text without showing the approach used. The curriculum of 2018 shows a breakthrough in relation to the EA, but they still needs theoretical and methodological support. |
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Kataoka, Adriana Massaêhttp://lattes.cnpq.br/6163079816594256Morais, Maria Manuela Queiroz Martins Manterohttp://lattes.cnpq.br/4569446933593664101.058.209-70http://lattes.cnpq.br/4336264161224723Santos, Daniela de Almeida dos2019-11-22T13:40:53Z2019-08-29Santos, Daniela de Almeida dos. A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR. 2019. 83 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática - Mestrado Profissional) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1240Environmental Education (EA) is one of the most important alternatives for facing the social and environmental crisis and the school is one of the most important spaces for its development. The National Curriculum Guidelines for Environmental Education, recommends that EA be worked on in all curricula of different levels and modalities of education. On the other hand, countless researches have pointed to the predominance of conservative approaches in their formal insertion. Thus, the present research aims to analyze the complexity involved in the insertion of EE in the school context, especially emphasizing the curriculum, the initial formation and the teacher's practice. The research is qualitative approach having as participants of the research teachers from a State College of a city of Paraná's State, who answered a questionnaire and participated in a focus group. Another instrument used was the document analysis, which had as its object of investigation the curricula of the undergraduate courses of the research participants, before and after the implementation of the National Curriculum Guidelines for Environmental Education. The curricula were analyzed based on Curriculum Environmental indicators. The results revealed that teachers started and practice EE, but many reports approached of Conservative and Pragmatic approaches. About the teachers initial formation reported few experiences related to EE during the undergraduate, in some reports it was realized that it was worked in a secondary way as separate projects and sporadically. The curricula revealed that prior to 2012 the EA was not included in these documents, or simply cited it in the text without showing the approach used. The curriculum of 2018 shows a breakthrough in relation to the EA, but they still needs theoretical and methodological support.A Educação Ambiental (EA) configura-se em uma das mais importantes alternativas para o enfrentamento da crise socioambiental e a escola é fundamental para o seu desenvolvimento. As Diretrizes Curriculares Nacionais para a Educação Ambiental recomendam que a EA seja trabalhada em todos os currículos dos diferentes níveis e modalidades de ensino. Por outro lado, inúmeras pesquisas têm apontado para a predominância de abordagens conservadoras na sua inserção no âmbito formal. Assim, a presente pesquisa tem como objetivo analisar a complexidade envolvida na inserção da EA no contexto escolar, enfatizando especialmente o currículo, a formação inicial e a prática do professor. A pesquisa é de abordagem qualitativa tendo como participantes da pesquisa professores de um Colégio Estadual de um Munícipio do interior do estado do Paraná, os quais responderam a um questionário e participaram de um grupo focal. Outro instrumento utilizado foi a análise documental, que teve como objeto de investigação os currículos dos cursos de graduação dos participantes da pesquisa, antes e após a implementação das Diretrizes Curriculares Nacionais para a Educação Ambiental. Os currículos foram analisados a partir dos indicadores da Ambientalização Curricular. Os resultados revelaram que os professores tem iniciativa e praticam a EA, mas muitos relatos se aproximaram de abordagens conservadoras e pragmáticas. Em relação a sua formação inicial, os professores relataram poucas experiências sobre a EA durante a graduação e em alguns relatos percebeu-se que ela foi trabalhada de forma secundaria a partir de projetos à parte e esporadicamente. A análise currículos dos revelou que antes de 2012 a EA não estava inserida nesses documentos, ou se limitavam a citá-la no texto sem demostrar a abordagem utilizada. Os currículos de 2018 apresentaram um avanço em relação à EA, mas ainda carecem de suporte teórico e metodológico.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2019-11-22T13:40:53Z No. of bitstreams: 2 Dissertação_Daniela de Almeida dos Santos.pdf: 1677513 bytes, checksum: f423a497e7fa002c1c190248cd7450c6 (MD5) Produto Educacional_Daniela Almeida dos Santos.pdf: 785278 bytes, checksum: 37d4f00c5758f0812b915333504ceb0f (MD5)Made available in DSpace on 2019-11-22T13:40:53Z (GMT). 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dc.title.por.fl_str_mv |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
dc.title.alternative.eng.fl_str_mv |
The complexity involved in the practice of environmental education by teachers in the school context |
title |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
spellingShingle |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR Santos, Daniela de Almeida dos Currículo Prática do professor Formação Inicial Curriculum Teacher Practice Initial Formation EDUCACAO::ENSINO-APRENDIZAGEM MATEMATICA::MATEMATICA APLICADA OUTROS::CIENCIAS |
title_short |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
title_full |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
title_fullStr |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
title_full_unstemmed |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
title_sort |
A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR |
author |
Santos, Daniela de Almeida dos |
author_facet |
Santos, Daniela de Almeida dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kataoka, Adriana Massaê |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6163079816594256 |
dc.contributor.advisor-co1.fl_str_mv |
Morais, Maria Manuela Queiroz Martins Mantero |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/4569446933593664 |
dc.contributor.authorID.fl_str_mv |
101.058.209-70 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4336264161224723 |
dc.contributor.author.fl_str_mv |
Santos, Daniela de Almeida dos |
contributor_str_mv |
Kataoka, Adriana Massaê Morais, Maria Manuela Queiroz Martins Mantero |
dc.subject.por.fl_str_mv |
Currículo Prática do professor Formação Inicial |
topic |
Currículo Prática do professor Formação Inicial Curriculum Teacher Practice Initial Formation EDUCACAO::ENSINO-APRENDIZAGEM MATEMATICA::MATEMATICA APLICADA OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Curriculum Teacher Practice Initial Formation |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM MATEMATICA::MATEMATICA APLICADA OUTROS::CIENCIAS |
description |
Environmental Education (EA) is one of the most important alternatives for facing the social and environmental crisis and the school is one of the most important spaces for its development. The National Curriculum Guidelines for Environmental Education, recommends that EA be worked on in all curricula of different levels and modalities of education. On the other hand, countless researches have pointed to the predominance of conservative approaches in their formal insertion. Thus, the present research aims to analyze the complexity involved in the insertion of EE in the school context, especially emphasizing the curriculum, the initial formation and the teacher's practice. The research is qualitative approach having as participants of the research teachers from a State College of a city of Paraná's State, who answered a questionnaire and participated in a focus group. Another instrument used was the document analysis, which had as its object of investigation the curricula of the undergraduate courses of the research participants, before and after the implementation of the National Curriculum Guidelines for Environmental Education. The curricula were analyzed based on Curriculum Environmental indicators. The results revealed that teachers started and practice EE, but many reports approached of Conservative and Pragmatic approaches. About the teachers initial formation reported few experiences related to EE during the undergraduate, in some reports it was realized that it was worked in a secondary way as separate projects and sporadically. The curricula revealed that prior to 2012 the EA was not included in these documents, or simply cited it in the text without showing the approach used. The curriculum of 2018 shows a breakthrough in relation to the EA, but they still needs theoretical and methodological support. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-11-22T13:40:53Z |
dc.date.issued.fl_str_mv |
2019-08-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Santos, Daniela de Almeida dos. A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR. 2019. 83 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática - Mestrado Profissional) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1240 |
identifier_str_mv |
Santos, Daniela de Almeida dos. A COMPLEXIDADE ENVOLVIDA NA PRÁTICA DA EDUCAÇÃO AMBIENTAL PELOS PROFESSORES NO CONTEXTO ESCOLAR. 2019. 83 f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática - Mestrado Profissional) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/1240 |
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por |
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Universidade Estadual do Centro-Oeste |
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Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional) |
dc.publisher.initials.fl_str_mv |
UNICENTRO |
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Brasil |
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Unicentro::Departamento de Biologia Unicentro::Departamento de Matemática Unicentro::Departamento de Química Unicentro::Departamento de Física Unicentro::Departamento de Ciências Exatas e de Tecnologia Unicentro::Departamento de Ciências Agrárias e Ambientais |
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Universidade Estadual do Centro-Oeste |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
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repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
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1801859377180704768 |