BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS

Detalhes bibliográficos
Autor(a) principal: Lemke, Camila Salgado
Data de Publicação: 2021
Outros Autores: Behling, Greici Maia, Carlan, Francele de Abreu
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/65154
Resumo: This study sought to understand how graduates of Biological Sciences at Federal University of Pelotas are related to Environmental Education in their training. For this purpose, through Discursive Textual Analysis, fourteen abstracts of Course Conclusion Papers from Biological Sciences at UFPel were analyzed. Two categories emerged from this phenomenon: “Problematizing teacher education in Biological Sciences” and “Support for a Critical EE in the training of Biological Sciences teachers”. There was a weakness in the critical and transversal training of teachers. Therefore, critical EE should be a strategy for overcoming these obstacles, in view of its importance in making decisions about inseparable environmental and social aspects. KEYWORDS: Teacher Training. Formal Environmental Education. Discursive Textual Analysis; Biological Sciences.
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spelling BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKSFORMACIÓN DE PROFESORES DE BIOLOGÍA Y EDUCACIÓN AMBIENTAL CRÍTICA: PERSPECTIVAS INVESTIGADAS EN TRABAJOS DE FINALIZACIÓN DE CURSOFORMAÇÃO DE PROFESSOR DE BIOLOGIA E A EDUCAÇÃO AMBIENTAL CRÍTICA: PERSPECTIVAS INVESTIGADAS EM TRABALHOS DE CONCLUSÃO DE CURSOThis study sought to understand how graduates of Biological Sciences at Federal University of Pelotas are related to Environmental Education in their training. For this purpose, through Discursive Textual Analysis, fourteen abstracts of Course Conclusion Papers from Biological Sciences at UFPel were analyzed. Two categories emerged from this phenomenon: “Problematizing teacher education in Biological Sciences” and “Support for a Critical EE in the training of Biological Sciences teachers”. There was a weakness in the critical and transversal training of teachers. Therefore, critical EE should be a strategy for overcoming these obstacles, in view of its importance in making decisions about inseparable environmental and social aspects. KEYWORDS: Teacher Training. Formal Environmental Education. Discursive Textual Analysis; Biological Sciences.Este estudio buscó comprender cómo los egresados de Ciencias Biológicas de la Universidad Federal de Pelotas se relacionan con la Educación Ambiental en su formación. A través del Análisis Textual Discursivo, se analizaron catorce resúmenes de Trabajos de Conclusión del Curso de la carrera de Licenciatura en Ciencias Biológicas de la UFPel. De este fenómeno surgieron dos categorías: "Problematización de la formación del profesorado en Ciencias Biológicas" y "Apoyo a una EA Crítica en la formación de profesores de Ciencias Biológicas". A la vista de los análisis realizados, se evidencia una debilidad en la formación crítica y transversal de los docentes. Creyó que la EA crítica debe ser una estrategia para superar estos obstáculos, dada su importancia en la toma de decisiones sobre aspectos ambientales y sociales inseparables. PALABRAS CLAVE: Formación Docente. Educación Ambiental Formal. Análisis Textual Discursivo. Ciencias Biologicas.Este estudo buscou compreender as constatações sobre as temáticas “Educação Ambiental” e “Formação de Professores”, obtidas por meio da Análise Textual Discursiva dos quatorze resumos de Trabalhos de Conclusão de Curso de egressos do curso de licenciatura em Ciências Biológicas da Universidade Federal de Pelotas. Emergiram desse fenômeno duas categorias denominadas “Problematizando a formação docente em Ciências Biológicas” e “Aportes de uma EA Crítica na formação de professores de Ciências Biológicas”. Perante as análises realizadas, notou-se fragilidade na formação crítica e transversal dos docentes. Logo, a EA crítica deve ser uma estratégia para a superação desses obstáculos, tendo em vista a sua importância na tomada de decisões sobre aspectos ambientais e sociais indissociáveis. PALAVRAS-CHAVE: Formação de Professores. Educação Ambiental Formal. Análise Textual Discursiva. Ciências Biológicas.Faculdade de Educação (UFG)2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6515410.5216/ia.v46i2.65154Journal Inter-Ação; Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 826-842Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 826-842Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 826-8421981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/65154/37129Copyright (c) 2021 Camila Salgado Lemke, Greici Maia Behling, Francele de Abreu Carlaninfo:eu-repo/semantics/openAccessLemke, Camila SalgadoBehling, Greici MaiaCarlan, Francele de Abreu2021-08-31T19:43:45Zoai:ojs.revistas.ufg.br:article/65154Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:00.104644Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
FORMACIÓN DE PROFESORES DE BIOLOGÍA Y EDUCACIÓN AMBIENTAL CRÍTICA: PERSPECTIVAS INVESTIGADAS EN TRABAJOS DE FINALIZACIÓN DE CURSO
FORMAÇÃO DE PROFESSOR DE BIOLOGIA E A EDUCAÇÃO AMBIENTAL CRÍTICA: PERSPECTIVAS INVESTIGADAS EM TRABALHOS DE CONCLUSÃO DE CURSO
title BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
spellingShingle BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
Lemke, Camila Salgado
title_short BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
title_full BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
title_fullStr BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
title_full_unstemmed BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
title_sort BIOLOGY TEACHER TRAINING AND CRITICAL ENVIRONMENTAL EDUCATION: PERSPECTIVES INVESTIGATED IN COURSE COMPLETION WORKS
author Lemke, Camila Salgado
author_facet Lemke, Camila Salgado
Behling, Greici Maia
Carlan, Francele de Abreu
author_role author
author2 Behling, Greici Maia
Carlan, Francele de Abreu
author2_role author
author
dc.contributor.author.fl_str_mv Lemke, Camila Salgado
Behling, Greici Maia
Carlan, Francele de Abreu
description This study sought to understand how graduates of Biological Sciences at Federal University of Pelotas are related to Environmental Education in their training. For this purpose, through Discursive Textual Analysis, fourteen abstracts of Course Conclusion Papers from Biological Sciences at UFPel were analyzed. Two categories emerged from this phenomenon: “Problematizing teacher education in Biological Sciences” and “Support for a Critical EE in the training of Biological Sciences teachers”. There was a weakness in the critical and transversal training of teachers. Therefore, critical EE should be a strategy for overcoming these obstacles, in view of its importance in making decisions about inseparable environmental and social aspects. KEYWORDS: Teacher Training. Formal Environmental Education. Discursive Textual Analysis; Biological Sciences.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/65154
10.5216/ia.v46i2.65154
url https://revistas.ufg.br/interacao/article/view/65154
identifier_str_mv 10.5216/ia.v46i2.65154
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/65154/37129
dc.rights.driver.fl_str_mv Copyright (c) 2021 Camila Salgado Lemke, Greici Maia Behling, Francele de Abreu Carlan
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Camila Salgado Lemke, Greici Maia Behling, Francele de Abreu Carlan
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 826-842
Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 826-842
Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 826-842
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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