Educação ambiental no bioma caatinga: por uma formação continuada e professores no município de Sumé-PB

• Autor(a) principal: Florentino, Hugo da Silva
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/4575
• topic: Formação de Professores; Educação Ambiental; Percepção Ambiental; Bioma Caatinga; Teacher Education; Environmental Education; Environmental Perception; Caatinga; CIENCIAS BIOLOGICAS::ECOLOGIA

The teacher s continuing education is a way to bring to the center of the discussion, not only new ways to teach and impart knowledge, but also to reflect the way teachers come and perform its work in the classroom. This study aimed to develop research and educational interventions for Environmental Education (EE) in Caatinga by a processes of continuing education of teachers in the municipality of Sumé/Paraíba. It is a qualitative research with emphasis on the assumptions of the bioregionalism theory, phenomenology and school ethnography. It was developed during the year 2012 with 50 elementary school teachers from Sumé. The research was conducted in three stages: (1) diagnosis and intervention demands through the use of questionnaires, participant observation and informal conversations, (2) process of continuing education, through several pedagogical and novelty activities, (3) evaluation process, using different techniques and assessment tools. From the initial diagnosis and after the process of continuing education was possible to see changes in conceptions and behavior of teachers, because the results initially indicated a lack of knowledge about the concepts, objectives and principles of EE and related topics, as well as the difficulty to insert these topics in the school context; Lack of interdisciplinary integration and articulation among teachers and schools, and lack of access to information as well as the lack of teaching materials. After the training process, we can see a change in the teacher s attitude and posture, going to realize the environment as a socio-environmental issue and also present in any discipline, not only in the biology and natural sciences. To the extent that it intend to understand the teacher s perceptions before and, after the process and the pedagogical practices of teachers in training, was created the possibility of building solutions and offer theoretical and methodological introduction of EE in their school context. Therefore, the studies and interventions in this research enabled the reconstruction of a new behavior, sensitizing teachers about whether ecological role, showing ways and alternatives to a contextualized and participative teaching, and thus realize that not just "know" is need to "know", "do" and "be", and this is possible only through a process of training a critical teacher, in a transformative and emancipatory perspective.