Transdisciplinaridade e relações multidimensionais entre Educação Ambiental Coaprendizagem Assíncrona e Saberes tecidas em narrativas de cursistas em fóruns de discussão

• Autor(a) principal: Costa, Mário Jorge Nunes
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/36002
• topic: Transdisciplinaridade; Educação ambiental; Coaprendizagem assíncrona; Saberes; Análise textual discursiva; Software CHIC; Análise qualitativa multidimensional

In the scenario of rapid planetary changes of the 21st century, it is necessary to defend and prioritize the importance of environmental education (EE), because of man-made threats to nature and ecological balance. In Brazil, this effect becomes more critical, which is anchored in weaknesses of the educational system, notably portrayed through functional illiteracy and training provided by the natural, human and social sciences. On the other hand, Information and Communication Technologies (ICT) are increasingly contributing to the development of education, socialization and sharing of information, construction of knowledge and values. If properly used, ICT can significantly favor the collaborative construction of new knowledges, and values related to EE and ecological awareness, either through the prescribed or hidden curriculum. In this scenario, the present thesis investigates as students, collaboratively and asynchronously, through the construction of narratives posted in discussion forums, build knowledge, and take possession of teaching and technological knowledges, associated with the study of the themes related to EE and meaningful co-learning, in the space of development of educational practices of the Discipline of Informatics in Education, edition 2014.2, offered by the pedagogy course of a public university .The research is classified as applied, qualitative, co-investigative, descriptive and presents research-action features. The theoretical support of the Thesis is characterized: as regards the teaching knowledge in Tardif; in the case of EE, STSE education and ecological awareness are highlighted Chrispino et al., Jacobi and Tristan; in the asynchronous co-learning and cognitive mapping stand out Ausubel and Okada; in the strategies of integration of ICT, development of EE and transdisciplinarity are evidenced Almeida and Valente, Leff, Moraes, Moraes and Valente and Ribeiro et al. The data analyzed during the research, correspond to the set of narratives contained in the discussion forums 3, 5 and 7 of the discipline Informatics in Education, 2014.2 edition, which are related to the themes: environmental education, preservation of ecological balance, meaningful learning, cognitive mapping and pedagogical use of ICT. These data were analyzed by adopting the technique of discursive textual analysis, as proposed by Moraes and Moraes and Galiazzi, with regard to the identification of analysis units, preparation of categories and (re)construction of interpretive metatexts. Subsequently, through the assumptions of the multidimensional qualitative analysis, we used the multidimensional data analysis software CHIC, according to Almeida, Moraes and Valente. In order to investigate, from a transdisciplinarity point of view, hierarchical and relational relationships between the categories listed, expressed in the form of category subclasses organized in trees of similarity, obtained in the data exits of the CHIC. Then, these data obtained were (inter) related to the students' narratives and analyzed in the light of the theoretical framework and objectives of the thesis, leading to the appearance of preliminary indications that elements related to ecological awareness in school prove themselves as challenging, since there is lack of interdisciplinary and transdisciplinary teaching practices and curricula of the STSE type, which may preclude further discussion of environmental issues. Also, according to the data analyzed, there is evidence in the speeches that environmental education can be made possible through the pedagogical and cognitive use of ICT resources, provided that there is adequate training of teachers to use multimedia resources pedagogically in order to promote telecolaborative discussions on environmental and ecological awareness. For future research, we suggest the following referrals: investigate and renew teacher training courses in dealing with the discussion and analysis of environmental issues; investigate the presence of discussions about environmental issues and the development of curricula STSE type, in schools; perform research on the use of multimediatic resources for the development of ecological awareness scenarios.