Educação ambiental contextualizada para a Educação de Jovens e Adultos (EJA) no bioma caatinga: análises, reflexões e vivências pedagógicas em uma escola pública do cariri paraibano

• Autor(a) principal: Machado, Myller Gomes
• Data de Publicação: 2017
• 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/9881
• topic: Bioma Caatinga; Educação Ambiental Crítica; Educação de Jovens e adultos; Caatinga biome; Environmental Education; Youth and Adults Education; CIENCIAS BIOLOGICAS::ECOLOGIA

The Caatinga biome of Brazilian semiarid is among the biomes that most suffered changes due to human intervention. In addition, there is a historical process of colonization and exploitation of the people living there, where they was held hostage by the owners of capital. Thus, there is an urgent need for a Critical Environmental Education (EE), both of awareness to a conservation of the biome, as well as to the turns where the pedagogical became political, and the political became pedagogical. The objective of this research was offer theoretical-methodological principles for the accomplishment of a contextualized Critical EE for the Caatinga biome in the youth and adults education at a public school in Cariri region of Paraiba, Brazil. It is a qualitative research that was based on the assumptions of the School Ethnography and the Participant Research, being divided into three stages: (1) profile and environmental perceptions of teachers and students members of the Center for Youth and Adults Education (CEJA, In Portuguese) in the city of São José dos Cordeiros, Paraiba; (2) pedagogical experiences with students; (3) analysis of textbooks used in the CEJA on environmental issues. With regard to the teachers, it was noticed that the majority are women. Everyone has a degree and most of them work also in other schools. Regarding environmental themes, most teachers related Environment as place to live and EE as a curricular discipline. About the students, they are mostly men, surviving up to 1 minimum wage and are between 15 and 39 years old. During pre-test, most students don’t answer the question about how they conceive Environment, and that who did categorized it as the place to live, and as nature (post-test). Environmental Education was related in a preservationist way (both pre and post-test). Nine experiences were carried out, in school and in other places, using diverse didactic modalities, techniques and resources. With regard to the analysis of the textbooks, a sub-constituent “critical EE” was the most present. Thus, it is concluded that teachers' perceptions about Environmental and Environmental Education denote a simplistic and naturalistic view, without critical reflections on themes.The students, about the concept of Environment, considering that just some of them did not answer the pre-test questionnaire and not the majority answered the post-test, we realize the importance of the pedagogical experiences that occurred during a research. During the course of the experiences, was perceptible the students interest on being part an participate, in special regarding to the use of materials contextualized to the region where they live.Regarding to the textbooks analyzed, it was noticed that as environmental themes, the contextualizing for coexistence in the semiarid was present in the material analyzed. However, these do not generally materialize in the teaching practice. Teachers practice still occurs in conservationist and pragmatic dimensions, phenomenon also reflected in the answers of the students on these subjects, mainly in the pre-test questionnaire. In sum it was extremely enjoyable to work at CEJA, and factors such as a receptivity of all and a willingness to participate and learn the students was the best stimuli. Sharing knowledge, life histories, sorrows and joys with the students of the CEJA was unspeakable. Keywords: Caatinga biome. Environmental Education. Youth and Adults Education.