Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/28086 |
Resumo: | This work, which falls within the scope of environmental education, had as its main objective to understand how and what the differences on the themes of Environment constitute the object contents of knowledge in public high schools in Campina Grande, Paraíba. More specifically, the objective was: I. To analyze how the Man-nature relationship is manifested in textbooks; II. Identify anthropocentric and biocentric aspects in the approach and insertion of themes related to Environmental Education; III. Understand the discourses of teachers on Environment. The research universe encompassed six state high schools in the city of Campina Grande. The research was guided by the following methodological steps: (1) bibliographic survey, (2) documentary research in schools and (3) phenomenological interview with teachers. The documentary research in schools was carried out through the ecocritical analysis of the contents of high school textbooks in the disciplines of Biology, Geography and Sociology, whose evaluation time frame was the National Textbook Program 2018, totaling 27 books. The phenomenological interviews were carried out in two schools, totaling six participants (two from each subject). The interviews were recorded, transcribed and, after that, analyzed. The books adopted from the National Textbook Program 2018, based on ecocritical analysis, present a language sometimes anthropocentric, sometimes biocentric, but the anthropocentric language prevails in most textbooks. There is a technicist and naive perspective that technology, by itself, will be able to solve socio-environmental problems. Another relevant point is the way in which the Brazilian semiarid region is portrayed in the manuals, conditioning the region exclusively to soil and climate conditions. Regarding phenomenological interviews and teaching participation, it is necessary to remember that in phenomenology there is no “real” in itself, but the “real” as lived by the subject. As for the textbook's contribution to working on environmental issues, the teachers point out three obstacles: time factor, lack of content, lack of contextualization. It was found that most of them carried out environmental training outside the school, which, however, consider having autonomy to work on environmental issues other than those present in the textbooks. Therefore, the thesis was defended that the Anthropocene concept can be a narrative that promotes change, based on the need to replace the binary and dualistic vision that opposes Man-Nature, through the connection of these in the use and application in actions. of education and the environment. Forming citizens who question the technology produced that deteriorates environments, but who also seek to use other technologies in their favor, who recognize that science, technology and research can together build a transformative education, of fair use of the environment, enabling its enjoyment by future generations. Environmental Education can, through these alternatives, bring more significant gains in line with a fully computerized society as we have. |
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Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolasEducação ambiental - Livro didáticoFenomenologiaEcocríticaSemiárido - Meio ambienteEnvironmental education - TextbookPhenomenologyEcocriticismSemiarid - EnvironmentCNPQ::CIENCIAS BIOLOGICAS::ECOLOGIAThis work, which falls within the scope of environmental education, had as its main objective to understand how and what the differences on the themes of Environment constitute the object contents of knowledge in public high schools in Campina Grande, Paraíba. More specifically, the objective was: I. To analyze how the Man-nature relationship is manifested in textbooks; II. Identify anthropocentric and biocentric aspects in the approach and insertion of themes related to Environmental Education; III. Understand the discourses of teachers on Environment. The research universe encompassed six state high schools in the city of Campina Grande. The research was guided by the following methodological steps: (1) bibliographic survey, (2) documentary research in schools and (3) phenomenological interview with teachers. The documentary research in schools was carried out through the ecocritical analysis of the contents of high school textbooks in the disciplines of Biology, Geography and Sociology, whose evaluation time frame was the National Textbook Program 2018, totaling 27 books. The phenomenological interviews were carried out in two schools, totaling six participants (two from each subject). The interviews were recorded, transcribed and, after that, analyzed. The books adopted from the National Textbook Program 2018, based on ecocritical analysis, present a language sometimes anthropocentric, sometimes biocentric, but the anthropocentric language prevails in most textbooks. There is a technicist and naive perspective that technology, by itself, will be able to solve socio-environmental problems. Another relevant point is the way in which the Brazilian semiarid region is portrayed in the manuals, conditioning the region exclusively to soil and climate conditions. Regarding phenomenological interviews and teaching participation, it is necessary to remember that in phenomenology there is no “real” in itself, but the “real” as lived by the subject. As for the textbook's contribution to working on environmental issues, the teachers point out three obstacles: time factor, lack of content, lack of contextualization. It was found that most of them carried out environmental training outside the school, which, however, consider having autonomy to work on environmental issues other than those present in the textbooks. Therefore, the thesis was defended that the Anthropocene concept can be a narrative that promotes change, based on the need to replace the binary and dualistic vision that opposes Man-Nature, through the connection of these in the use and application in actions. of education and the environment. Forming citizens who question the technology produced that deteriorates environments, but who also seek to use other technologies in their favor, who recognize that science, technology and research can together build a transformative education, of fair use of the environment, enabling its enjoyment by future generations. Environmental Education can, through these alternatives, bring more significant gains in line with a fully computerized society as we have.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEste trabalho, que se insere no âmbito da Educação Ambiental, teve como objetivo central compreender de que modo e quais as diferenças sobre os temas de Ambiente constituem os conteúdos objetos do conhecimento nas escolas públicas de nível médio em Campina Grande, Paraíba. De forma mais específica, objetivaram-se: I. Analisar como a relação Homem-natureza se manifesta nos livros didáticos; II. Identificar as vertentes antropocêntricas e biocêntricas na abordagem e na inserção dos temas relacionados à Educação Ambiental; III. Compreender os discursos dos docentes sobre Ambiente. O universo da pesquisa englobou seis escolas estaduais de nível médio do município de Campina Grande. A pesquisa foi guiada pelas seguintes etapas metodológicas: (1) levantamento bibliográfico, (2) pesquisa documental bibliográfica nas escolas e (3) entrevista fenomenológica com docentes. A pesquisa bibliográfica nas escolas foi realizada através da análise ecocrítica dos conteúdos dos livros didáticos do ensino médio das disciplinas de Biologia, Geografia e Sociologia, cujo recorte temporal de avaliação foi o Programa Nacional do Livro Didático de 2018, totalizando 27 livros. As entrevistas fenomenológicas foram realizadas em duas escolas, totalizando seis participantes (dois de cada disciplina). As entrevistas foram gravadas, transcritas e, após isso, analisadas. Os livros adotados a partir do Programa Nacional do Livro Didático de 2018, com base na análise ecocrítica, apresentam uma linguagem ora antropocêntrica, ora biocêntrica, mas a linguagem antropocêntrica prevalece na maioria dos manuais. Há uma perspectiva tecnicista e ingênua de que a tecnologia, por si só, será capaz de resolver os problemas socioambientais. Outro ponto relevante é o modo como o semiárido brasileiro é retratado nos manuais, condicionando a região exclusivamente às condições edafoclimática. A respeito das entrevistas fenomenológicas e da participação docente, faz-se necessário relembrar que na fenomenologia não existe um “real” em si, mas o “real” enquanto vivido pelo sujeito. Quanto à contribuição do livro didático em trabalhar os temas ambientais, os docentes pontuam três entraves: fator tempo, ausência de conteúdos e falta de contextualização. Constatou-se que a maioria deles realizou formação ambiental externa à escola, contudo consideram ter autonomia para trabalhar outros temas ambientais que não os presentes nos livros didáticos. Defendeu-se, portanto, a tese de que o conceito de Antropoceno pode ser uma narrativa promotora de mudança, a partir da necessidade de substituir a visão binária e dualista que opõe Homemnatureza, por meio da conexão destes no uso e aplicação em ações de educação e meio ambiente, formando cidadãos que questionem a tecnologia produzida que deteriora os ambientes, mas que também busquem utilizar outras tecnologias a seu favor, que reconheçam que ciência, tecnologia e pesquisa podem juntas construir uma educação transformadora, de uso justo do ambiente, possibilitando o usufruto deste pelas futuras gerações. Portanto, a Educação Ambiental pode, através dessas alternativas, trazer ganhos mais significativos e alinhados a uma sociedade totalmente informatizada como temos.Universidade Federal da ParaíbaBrasilGerenciamento AmbientalPrograma de Pós-Graduação em Desenvolvimento e Meio AmbienteUFPBSouza, Bartolomeu Israel dehttp://lattes.cnpq.br/7944996933649086Santos, Thayanna Maria Medeiros2023-08-29T11:14:13Z2023-01-302023-08-29T11:14:13Z2022-12-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/28086porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-08-30T06:22:55Zoai:repositorio.ufpb.br:123456789/28086Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2023-08-30T06:22:55Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
title |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
spellingShingle |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas Santos, Thayanna Maria Medeiros Educação ambiental - Livro didático Fenomenologia Ecocrítica Semiárido - Meio ambiente Environmental education - Textbook Phenomenology Ecocriticism Semiarid - Environment CNPQ::CIENCIAS BIOLOGICAS::ECOLOGIA |
title_short |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
title_full |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
title_fullStr |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
title_full_unstemmed |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
title_sort |
Visões da natureza e sua influência na educação ambiental nos livros didáticos e nas escolas |
author |
Santos, Thayanna Maria Medeiros |
author_facet |
Santos, Thayanna Maria Medeiros |
author_role |
author |
dc.contributor.none.fl_str_mv |
Souza, Bartolomeu Israel de http://lattes.cnpq.br/7944996933649086 |
dc.contributor.author.fl_str_mv |
Santos, Thayanna Maria Medeiros |
dc.subject.por.fl_str_mv |
Educação ambiental - Livro didático Fenomenologia Ecocrítica Semiárido - Meio ambiente Environmental education - Textbook Phenomenology Ecocriticism Semiarid - Environment CNPQ::CIENCIAS BIOLOGICAS::ECOLOGIA |
topic |
Educação ambiental - Livro didático Fenomenologia Ecocrítica Semiárido - Meio ambiente Environmental education - Textbook Phenomenology Ecocriticism Semiarid - Environment CNPQ::CIENCIAS BIOLOGICAS::ECOLOGIA |
description |
This work, which falls within the scope of environmental education, had as its main objective to understand how and what the differences on the themes of Environment constitute the object contents of knowledge in public high schools in Campina Grande, Paraíba. More specifically, the objective was: I. To analyze how the Man-nature relationship is manifested in textbooks; II. Identify anthropocentric and biocentric aspects in the approach and insertion of themes related to Environmental Education; III. Understand the discourses of teachers on Environment. The research universe encompassed six state high schools in the city of Campina Grande. The research was guided by the following methodological steps: (1) bibliographic survey, (2) documentary research in schools and (3) phenomenological interview with teachers. The documentary research in schools was carried out through the ecocritical analysis of the contents of high school textbooks in the disciplines of Biology, Geography and Sociology, whose evaluation time frame was the National Textbook Program 2018, totaling 27 books. The phenomenological interviews were carried out in two schools, totaling six participants (two from each subject). The interviews were recorded, transcribed and, after that, analyzed. The books adopted from the National Textbook Program 2018, based on ecocritical analysis, present a language sometimes anthropocentric, sometimes biocentric, but the anthropocentric language prevails in most textbooks. There is a technicist and naive perspective that technology, by itself, will be able to solve socio-environmental problems. Another relevant point is the way in which the Brazilian semiarid region is portrayed in the manuals, conditioning the region exclusively to soil and climate conditions. Regarding phenomenological interviews and teaching participation, it is necessary to remember that in phenomenology there is no “real” in itself, but the “real” as lived by the subject. As for the textbook's contribution to working on environmental issues, the teachers point out three obstacles: time factor, lack of content, lack of contextualization. It was found that most of them carried out environmental training outside the school, which, however, consider having autonomy to work on environmental issues other than those present in the textbooks. Therefore, the thesis was defended that the Anthropocene concept can be a narrative that promotes change, based on the need to replace the binary and dualistic vision that opposes Man-Nature, through the connection of these in the use and application in actions. of education and the environment. Forming citizens who question the technology produced that deteriorates environments, but who also seek to use other technologies in their favor, who recognize that science, technology and research can together build a transformative education, of fair use of the environment, enabling its enjoyment by future generations. Environmental Education can, through these alternatives, bring more significant gains in line with a fully computerized society as we have. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-08 2023-08-29T11:14:13Z 2023-01-30 2023-08-29T11:14:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/28086 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/28086 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Gerenciamento Ambiental Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Gerenciamento Ambiental Programa de Pós-Graduação em Desenvolvimento e Meio Ambiente UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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