A educação ambiental sob o prisma da representação social de licenciados em cursos das ciências da natureza

• Autor(a) principal: Freitas, Rafael Almeida de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/13738
• topic: Ensino; Ensino de ciências; Formação básica; Meio ambiente; Science training; Basic formation; Envirolment; subject.br-rjbn

Life in society and the rational capacity of the human being contributed to the organization of a scenario of reflections on the needs that the environment of which we are part of, requires. Through meetings, events and the formulation of public policies, the concern with the environment was inserted into the context of Education, in a field called “Environmental Education”. Despite the proposals and guidelines on the subject, their assimilation by society is influenced by the experiences of each person and the context to which they belong, changing the appropriation and representation of Environmental Education, giving it different characteristics that result from the formative trajectory of each individual. The objective of this research was to investigate Environmental Education through the Social Representation of undergraduates in Natural Sciences courses (Chemistry, Physics and Biological Sciences). The Theory of Social Representations was adopted as a theoretical methodological framework, which led to the collection and analysis of data obtained through the application of questionnaires to students entering the mentioned courses, at the Federal University of Espírito Santo - Alegre. The results point to the existence of a social group among the undergraduates, which is structured in four terms that make up the Central Nucleus. The Social Representation of the undergraduates includes elements that resemble the different conceptions/strands of Environmental Education and are related to the formative trajectory of the social group components. The group's social representation is structured around the terms “preservation”, “pollution”, “awareness” and “recycling”, which characterize, organize and structure the group's representation in relation to environmental education. It was also observed that there is evidence that make it possible to connect the Teaching of Natural Sciences and Environmental Education, based on the ideas pointed out by the undergraduates, reaffirming and reinforcing potential discussions involving Scientific Education and Environmental Education.