A (des)construção do conhecimento socioambiental na formação de professores no âmbito do Programa Institucional de Bolsa de Iniciação à Docência - PIBID

• Autor(a) principal: Soares, Viviane de Mendonça
• Data de Publicação: 2015
• 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/1/12112
• topic: Training initial teacher; Teacher knowledge; Critical environmental education; Social and environmental knowledge; Formação inicial docente; Saber docente; Educação ambiental crítica; Conhecimentos socioambientais; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The aim of this study is to analyze how the participation of active undergraduate in the Institutional Program of Initiation Grant to Teaching (PIBID) influences in their training, by building environmental education activities with critical bias. The built activities were held in the school environment, with sixth graders of elementary education in a public school in São Gonçalo, member of the metropolitan region of the state of Rio de Janeiro and were analyzed from the narratives produced by the research subjects: the undergraduates. The theoretical and methodological references are situated in the studies of critical environmental education used by Frederico Loureiro and Mauro Guimarães, and about Teaching Knowledge investigated by Maurice Tardif. The contents of the records developed by the subjects that have been produced in the research had Content Analysis as a tool used, according to Lawrence Bardin . The study was conducted during the months from March to December 2014 with preparatory meetings of the produced activities and meetings before and after the implementation of the same, to study and analyze the knowledge raised concerning the studied subjects. The meetings were recorded on audio and video and the undergraduates have produced narratives about them. We conclude that the participation of undergraduates and the building practices focused on environmental issues with critical bias can contribute to teacher training through the deepening of relevant issues to teaching as teaching knowledge, for example.