Educando-se ao educar quem educar?: a pr?xis na forma??o dos educadores ambientais

• Autor(a) principal: Jaber, Lucia Glat
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4461
• topic: Educa??o Ambiental; Processos formativos; Educa??o ambiental cr?tica; Pesquisa-forma??o; Educa??o

The present research belongs to the field of critical environmental education (EE) (GUIMAR?ES, LOUREIRO, CARVALHO, LAYRARGUES, among others). It has as its focus the formation of educators to work the social environmental issues in different pedagogical spaces, not only in the formal classroom. In order to achieve this goal were monitored, during two years, three EE formation processes, or courses, with different publics, objectives, and pedagogical propositions, which were investigated from their practices. There were also collected the impressions of the environmental educators being subject to formation processes and those responsible for them, about the activities, content, and methodologies utilized. It characterizes as a qualitative formation-research, using participative methodologies, in an proposition of methods triangulation (MINAYO, 2005; PLETSCH, 2010). For the data production procedures were chosen participative observation, open and semi-structured interviews, focal groups? reports, and self-evaluation of the participants of the courses monitored. Data were analyzed based on the interviews? transcription, in the audiovisual records, field diary and discursive textual analysis. The monitoring of the selected formative processes, together with the data production which was referenced by the theoretical framework of the authors studied, made it possible the construction of a set of theoretical and methodological guidelines for the formation of critical environmental educators. Those guidelines, however, are not here proposed as a closed model, but they are understood as a praxis exercise by the author herself, researching, practicing, reflecting, and proposing new trails for the paths of EE and the formation of its professionals.