Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14201 |
Resumo: | The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life |
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Freitas, Vera Lúcia Chalegre dehttp://lattes.cnpq.br/2501758841075630http://buscatextual.cnpq.br/buscatextual/index.jspLima, Maria José de Araújohttp://lattes.cnpq.br/0642725533618293Melo, Marileide Maria dehttp://lattes.cnpq.br/9221161063153417Andrade, érika dos Reis Gusmão dehttp://lattes.cnpq.br/0778953049451033Falcão, Jorge Tarcisio da Rochahttp://lattes.cnpq.br/9066230660650393Carvalho, Maria do Rosário de Fátima de2014-12-17T14:36:01Z2009-10-072014-12-17T14:36:01Z2008-09-29FREITAS, Vera Lúcia Chalegre de. Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE. 2008. 193 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008.https://repositorio.ufrn.br/jspui/handle/123456789/14201The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect lifeA pesquisa objetivou investigar as dimensões e o universo das representações sociais de educação ambiental, e conseqüentemente identificar sentidos e significados de Educação Ambiental. Assumiu como pressuposto as dimensões da educação e de ambiente. Adotou-se como referencial a dimensão ou campo de representação de Moscovici. Participaram 120 discentes de Escolas Públicas da Educação Básica e 323 do Ensino Superior - no lócus UPEFACETEG. Elencaram-se como questões norteadoras da pesquisa: 1. Que dimensões/categorias existem no campo semântico das representações sociais de educação ambiental? 2. Quais os sentidos e significados da educação ambiental? 3. As representações de estudantes da Educação Básica se assemelham ou diferenciam da Educação Superior? O software EVOC auxiliou na organização do campo semântico para construção das categorias, com apoio da análise de conteúdo. As justificativas foram ordenadas em classes lexicais utilizando-se o software ALCESTE, usando-se das análises de discurso. A associação livre de palavras respondeu a questão dimensão/categorias e seu campo semântico, sendo: a) Natureza/Ambiente/Meio-ambiente; b) Valores; c) Atitudes; d) Ações e) Implicações; f) Mediação. Encontraram-se seis classes lexicais com seus significados enumerados a seguir: 1. A conscientização como fator de crença para a preservação da natureza-sociedade. Os discentes clamam pela educação ambiental na Escola, ressaltando a importância da conscientização no desenvolvimento do respeito ao meio ambiente vinculando a educação e família; 2. Relação conhecimento e consciência para preservação da natureza. 3. O Ambiente e as intervenções humanas, em busca de indicativos de soluções; 4. Natureza/ambiente/meio ambiente e seus elementos constituintes, um pensar nos valores e um agir pela mediação. 5. A interação homem-natureza nas representações sociais de educação ambiental e a dimensão simbólica-vida; e 6. Natureza/Meio Ambiente, valores, atitudes, ações, implicações ou conseqüências e mediação na relação homem-natureza. Os grupos mais representativos segundo estas classes lexicais foram, a Educação Básica na classe-4, representada exclusivamente pelo Ensino Fundamental e Médio e a classe-6 representada tanto pela Educação Básica (47,37%) quanto pela Educação Superior (52,63 %) - História, Pedagogia, Psicologia, Matemática e Letras. As classes 4 e 6 relacionam-se com a classe-3 que por sua vez está formada pelos discentes da Educação Superior (Matemática, Ciências Biológicas, Pedagogia, Letras e Psicologia) e a Educação Básica (Ensino Fundamental e Médio). A Educação Superior é mais representada pelas classes lexicais (1, 2 e 5). A classe 2 correspondendo a 80% dos grupos pesquisados. Na classe-1 a maior representação foi dos cursos Psicologia, Geografia, Ciências Biológicas e Letras, enquanto que a classe-5 foi melhor representada por Psicologia, Ciências Biológicas, Pedagogia, Letras, Geografia e História. Conclui-se que o imaginário é natureza/ambiente/meio ambiente; que a vida é a dimensão simbólica que permeia todo este imaginário, e que preservação, conscientização, respeito entram no discurso circulante para proteger a vidaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoRepresentações sociaisEducação ambientalNaturezaAmbienteSocial representationsEnvironmental educationNatureEnvironmentCNPQ::CIENCIAS HUMANAS::EDUCACAODimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PEinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALVeraLCF.pdfapplication/pdf1531477https://repositorio.ufrn.br/bitstream/123456789/14201/1/VeraLCF.pdf2898a1f528fc0bd06ff985325cf0c477MD51TEXTVeraLCF.pdf.txtVeraLCF.pdf.txtExtracted texttext/plain430784https://repositorio.ufrn.br/bitstream/123456789/14201/6/VeraLCF.pdf.txt0e88860c71b657b02082e014bfa19350MD56THUMBNAILVeraLCF.pdf.jpgVeraLCF.pdf.jpgIM Thumbnailimage/jpeg6838https://repositorio.ufrn.br/bitstream/123456789/14201/7/VeraLCF.pdf.jpgfe993b8588cc86bacf6fce5a725bdae7MD57123456789/142012017-11-01 13:12:54.449oai:https://repositorio.ufrn.br:123456789/14201Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T16:12:54Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
title |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
spellingShingle |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE Freitas, Vera Lúcia Chalegre de Representações sociais Educação ambiental Natureza Ambiente Social representations Environmental education Nature Environment CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
title_full |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
title_fullStr |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
title_full_unstemmed |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
title_sort |
Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE |
author |
Freitas, Vera Lúcia Chalegre de |
author_facet |
Freitas, Vera Lúcia Chalegre de |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/2501758841075630 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/index.jsp |
dc.contributor.referees1.pt_BR.fl_str_mv |
Lima, Maria José de Araújo |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0642725533618293 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Melo, Marileide Maria de |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/9221161063153417 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Andrade, érika dos Reis Gusmão de |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0778953049451033 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Falcão, Jorge Tarcisio da Rocha |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://lattes.cnpq.br/9066230660650393 |
dc.contributor.author.fl_str_mv |
Freitas, Vera Lúcia Chalegre de |
dc.contributor.advisor1.fl_str_mv |
Carvalho, Maria do Rosário de Fátima de |
contributor_str_mv |
Carvalho, Maria do Rosário de Fátima de |
dc.subject.por.fl_str_mv |
Representações sociais Educação ambiental Natureza Ambiente |
topic |
Representações sociais Educação ambiental Natureza Ambiente Social representations Environmental education Nature Environment CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Social representations Environmental education Nature Environment |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life |
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2008 |
dc.date.issued.fl_str_mv |
2008-09-29 |
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2009-10-07 2014-12-17T14:36:01Z |
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2014-12-17T14:36:01Z |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FREITAS, Vera Lúcia Chalegre de. Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE. 2008. 193 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14201 |
identifier_str_mv |
FREITAS, Vera Lúcia Chalegre de. Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE. 2008. 193 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14201 |
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UFRN |
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Educação |
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Universidade Federal do Rio Grande do Norte |
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