Concepções e práticas pedagógicas dos professores de Ciências de escolas municipais de Aracaju – SE a respeito da educação ambiental

• Autor(a) principal: Araújo, Crislaine Suellen Santos de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/9628
• topic: Biologia; Ensino de biologia; Educação ambiental; Formação de professores; Ensino de ciências; Práticas pedagógicas; Environmental education; Teacher training; Pedagogical practices; Science teaching; CIENCIAS BIOLOGICAS

Considering that the practice of Environmental Education in a permanent and continuous way, is still a great challenge for many teachers, the present work is the result of the research developed with 10 science teachers of some municipal schools of Aracaju - SE, in order to verify the Conceptions and pedagogical practices of teachers regarding environmental education. Based on the premise that the school is a suitable place for Environmental Education (AE) to be put into practice in a continuous, permanent and interdisciplinary way, we present in the respective work a little of the teachers' conceptions and practices in relation to the theme. The study constitutes a qualitative research, where the first stage was the search for theoretical references that helped in the construction of the work, and the second stage the elaboration of questionnaires, with semi structured questions to obtain data of the conceptions and practices of the teachers to Subject. The research questionnaire was divided into three blocks, relating information about EE and its approach in the classroom and its focus on teacher training. With the research it was proved that although teachers work in their classes, they do not have a pedagogical practice that facilitates the goal of the theme, which is to form critical, reflective, opinion-forming and problem-solving citizens. Some teachers also present a simplified view of EE, which refers only to the conservation and preservation of nature and the environment, which hinders the process of knowledge construction. It is also notable that there has been a development in the insertion of EE into formal education, but that teachers still need better initial and continuing training so that they can better work on this theme in their classes