A Conscientiza??o da Problem?tica Ambiental no Ensino Agr?cola, no Olhar do Ge?grafo

• Autor(a) principal: Pimentel, Gislene de Oliveira
• Data de Publicação: 2010
• 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/3999
• topic: Educa??o agr?cola; educa??o ambiental; geografia; disciplinas t?cnicas; agricultural education; environmental education; geography; technical disciplines; Educa??o

This study reports the importance of the environment and its fundamental condition for a better quality of life. It describes the environmental design and its social implications, showing the contribution of education through a pedagogy that promotes the principles and values of environmental sustainability that do not work isolated but joining with the academic formation together environmental values. The study highlights the important fact that the restructuring of the professional and technical education at high school level through Decreto n ? 5.154/2004, consolidated by Lei n? 11.741/2008 that aims to rescue the academic contributions developed in recent decades, the experiences of institutional and community groups in addition to education reform in Brazil and the institutionalization of the curriculum by competencies, including the professional and technical education. It is reported the historical importance of the Agricultural School founded on April 20, 1956, diversed named until the current nomenclature Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Esp?rito Santo, receiving the name of IFES - Campus Itapina. The increasing technological advances in physics, molecular biology, genetics, microelectronics and chemistry started with the "green revolution" in the early 60's, have caused dramatic and profound changes in agriculture. The school as a dynamic institution articulates the cognitive processes with the contexts of life, so educators must be aware of their role in defending the environment and hence their role played with the dream of sustainable development. This approach stimulates the thinking and doing about the environment directly connected to the dialogue among knowledge, to participation, and to ethical values as core values to strengthen the complex interaction between society /man and nature. However, consistent with the envisioned approach educators who make the teaching unit must work together, targeting their goals to a higher purpose, namely, the concern in forming citizens committed to environmental education for sustainability that comes from an interdisciplinary adopted by all professors. It is important that any evidence of interdisciplinarity as a guide, not only the geography teacher, but every teacher of the institution that provides a teamwork as one of the interdisciplinary treatment appropriate to his educational process.