Concepção de professores das séries iniciais : educação ambiental em espaços naturais em interface com o ensino de ciências

• Autor(a) principal: Pereira, Marcos Paulo Alberto
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4426
• topic: Formação de professores; Educação básica; Ciências; Professor sócio-crítico; Ensino básico; Educação ambiental; Ensino básico de ciências; Metodologia colaborativa; Brasil.; Teacher formation; Basic education; Social critic teacher; Collaborative methodology; Brazil.; Ciências Exatas e da Terra; Matemática

Concerns about teacher formation who work at initial years of Basic Education are the elements that guide this work. Considered as polyvalents professionals who work mainly in the children literacy in areas of portuguese and mathematics, are also responsible for other areas of knowledge like Geography, History and Natural Sciences and developing various interdisciplinary works. Thus, this research aim to investigate conceptions of teachers from initial years from Rosana - SP, about Environment Education in Natural Areas in interface with natural science education, focusing on understanding and contributions for improvement of practices in this teaching-learning area. For this, a qualitative research conducted, marked in theoretical frameworks of collaborative research through a combination of methodological strategies such as: semi-structured interview, meetings for reflection of proposal practices experienced based on a plan of action, life narratives and teacher training. These procedures were recorded, videotaped and transcribed. The interview results were subjected to content analysis proposed by Bardin. Therefore, it appears that the collaborative approach has contributed significantly not only to obtain important and satisfactory data, but also to instrumentalization of the participating teachers to realize that the social practice from the historical and dialectical materialism provides opportunity to contextualize teaching with theoretical basis. In this sense, the analysis of environmental education in Natural Areas this is not crystallize or back to old practices. On the contrary, sought to based on the concepts of active teachers, those responsible in solving the everyday problems of class and learning room, understand, intervene and advance interdisciplinary practices, able to meet the needs of a more significant environmental education.