A temática ambiental no currículo de Ciências: concepções de professores sobre conhecimentos e práticas de ensino no Leste Metropolitano Fluminense

• Autor(a) principal: Melila, Ana Paula de Souza da Silva
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/12102
• topic: Science Curriculum; Environmental theme; Science education; Teachers conceptions; Currículo de Ciências; Temática ambiental; Ensino de Ciências; Concepções docentes; CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL

The current environmental context promoted the articulation between education and the environment, considering elementary education as a privileged stage of humanization, socialization and social direction. The aim of this research is to understand the science teachers conceptions about tteaching of environmental themes in the municipalities of Magé, Itaboraí, São Gonçalo and Guapimirim in the state of Rio de Janeiro. These municipalities are located on the shores of Guanabara Bay, with part of their territory in the APA of Guapimirim and face various socio-environmental problems arising. The research had a qualitative methodological approach. The construction of the data took as sources: official curricular documents, questionnaires and interviews to science teachers of the selected municipalities. Content analysis was used as data analysis technique. The analysis pointed out that in the PCN, in the Minimum Curriculum of Rio de Janeiro and in the municipal curricular proposals predominate utilitarian and pedagogical purposes for the teaching of environmental themes in the discipline Sciences and a vision of environment as nature and resource. In the answers to the questionnaires the utilitarian purpose was the most cited. The textbooks were the materials cited by teachers as the most used during planning and multimedia resources as the most frequently used for the development of classes on environmental issues. Most teachers have a perception of environment as nature and of pragmatic Environmental Education. In the analysis of the interviews, it was pointed out a valuation of the experiential knowledge and gaps in the initial and continuous training of the teachers on environmental themes. It was pointed out that the discourses contain critical aspects about environmental issues, but the teachers perform pragmatic activities of environmental education. This research contributes to point out the importance of approaching local socio-environmental issues in elementary education, aiming at sensitizing students to transform their socio-environmental reality.