Educação ambiental na escola : descrição e avaliação de projetos
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/8611 |
Resumo: | The actions on Environmental Education (EE) cover the process of building values, competences, attitudes and skills in favor of environmental conservation. At school, teachers play an important role in decision-making, planning, organizing, conducting and evaluating projects focused on environmental issues. Considering that the literature points out the need to support teachers to work with EE and the lack of studies that describe teacher orientation work in this area, the present study aimed to describe an intervention with teachers related to the planning and application of EE. The main goal of this research was to evaluate the effects of an orientation program on the planning and application of Environmental Education projects with public school teachers. The data collection followed the following steps: 1) preliminary procedures, in which, at the first contact with the teachers, the objectives of the research were explained and those invited to participate; 2) EE projects planning, in which the orientation program was applied and the teachers elaborated their own projects; 3) monitoring the application and evaluation of the EE projects, in which the teachers applied the projects with their classes of students; 4) evaluation of the orientation program, where a final meeting was held in which teachers evaluated the orientation program and reported the facilities and difficulties encountered in the implementation of the EE projects and presented suggestions for their improvement; 5) follow-up, after the closure of the orientation program to verify the continuity of the projects. Data were collected through records of observations of the school environment and surroundings, follow-up worksheets, field diary and photographic records. Results pertaining to the plans indicated mastery of most of its steps by teachers. In relation to the applications of the projects, positive changes were registered in the environment of the school and its surroundings, as well as improvement in students' behavior regarding themselves and the conservation of the environment. Teachers also assessed the orientation program positively. The follow-up showed that most teachers continued to work on EE projects, although some of them have stopped using follow-up worksheets. This research showed that in a relatively short time and with few financial resources, it is possible to motivate teachers to develop systematic actions of EE in school, and a longer follow-up time is necessary in order to better ensure the maintenance of their behaviors. |
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Souza, Denise de Oliveira LisbôaPardo, Maria Benedita Lima2018-07-16T23:13:01Z2018-07-16T23:13:01Z2018-03-27SOUZA, Denise de Oliveira Lisbôa. Educação ambiental na escola: descrição e avaliação de projetos. 2018. 110 f. Dissertação (Mestrado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/8611The actions on Environmental Education (EE) cover the process of building values, competences, attitudes and skills in favor of environmental conservation. At school, teachers play an important role in decision-making, planning, organizing, conducting and evaluating projects focused on environmental issues. Considering that the literature points out the need to support teachers to work with EE and the lack of studies that describe teacher orientation work in this area, the present study aimed to describe an intervention with teachers related to the planning and application of EE. The main goal of this research was to evaluate the effects of an orientation program on the planning and application of Environmental Education projects with public school teachers. The data collection followed the following steps: 1) preliminary procedures, in which, at the first contact with the teachers, the objectives of the research were explained and those invited to participate; 2) EE projects planning, in which the orientation program was applied and the teachers elaborated their own projects; 3) monitoring the application and evaluation of the EE projects, in which the teachers applied the projects with their classes of students; 4) evaluation of the orientation program, where a final meeting was held in which teachers evaluated the orientation program and reported the facilities and difficulties encountered in the implementation of the EE projects and presented suggestions for their improvement; 5) follow-up, after the closure of the orientation program to verify the continuity of the projects. Data were collected through records of observations of the school environment and surroundings, follow-up worksheets, field diary and photographic records. Results pertaining to the plans indicated mastery of most of its steps by teachers. In relation to the applications of the projects, positive changes were registered in the environment of the school and its surroundings, as well as improvement in students' behavior regarding themselves and the conservation of the environment. Teachers also assessed the orientation program positively. The follow-up showed that most teachers continued to work on EE projects, although some of them have stopped using follow-up worksheets. This research showed that in a relatively short time and with few financial resources, it is possible to motivate teachers to develop systematic actions of EE in school, and a longer follow-up time is necessary in order to better ensure the maintenance of their behaviors.As ações de Educação Ambiental (EA) abrangem o processo de construção de valores, competências, atitudes e habilidades em favor da conservação do meio ambiente. Na escola, os professores têm papel importante na tomada de decisão, planejamento, organização, realização e avaliação de projetos direcionados aos temas do meio ambiente. Considerando que a literatura aponta a necessidade de apoio aos professores para o trabalho com a EA e a escassez de pesquisas que descrevam trabalhos de orientação a professores nessa área, a presente pesquisa se propôs descrever uma intervenção com professores relacionada ao planejamento e aplicação de projetos de EA. O objetivo da pesquisa foi avaliar os efeitos de um programa de orientação sobre o planejamento e aplicação de projetos de Educação Ambiental com professores de escola pública. A coleta de dados seguiu as seguintes etapas: 1) procedimentos preliminares, em que, no primeiro contato com os professores, foram explicados os objetivos da pesquisa e estes convidados a participar; 2) planejamento de projetos de EA, na qual foi aplicado o programa de orientação e os professores elaboraram seus projetos; 3) acompanhamento da aplicação e avaliação dos projetos de EA, na qual os professores aplicaram os projetos com suas turmas de alunos; 4) avaliação do programa de orientação, em que foi feita uma reunião final na qual os professores avaliaram o programa de orientação e relataram as facilidades e dificuldades encontradas na aplicação dos projetos de EA e apresentaram sugestões para sua melhoria; 5) follow-up, após o encerramento do programa de orientação para verificar a continuidade dos projetos. Os dados foram coletados através de registros de observações do ambiente da escola e entorno, planilhas de acompanhamento, diário de campo e registros fotográficos. Os resultados referentes aos planejamentos indicaram domínio da maioria de suas etapas pelos professores. Em relação às aplicações dos projetos foram registradas alterações positivas no ambiente da escola e seu entorno, bem como, melhoria nos comportamento dos alunos relativos a si mesmos e à conservação do ambiente. Os professores também avaliaram positivamente o programa de orientação. O follow-up mostrou que a maioria dos professores continuava tralhando com projetos de EA, embora parte deles tenha deixado de usar as planilhas de acompanhamento. Esta pesquisa mostrou, que em tempo relativamente curto e com poucos recursos financeiros, é possível motivar professores a desenvolver ações sistemáticas de EA em escola, sendo conveniente um maior tempo de acompanhamento a fim de melhor assegurar a manutenção de seus comportamentos.São Cristóvão, SEporEducação ambientalDesenvolvimento sustentávelProjetosMétodo de projeto no ensinoEscolaIntervençãoEnvironmental educationSchoolInterventionEducação ambiental na escola : descrição e avaliação de projetosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Desenvolvimento e Meio AmbienteUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTDENISE_OLIVEIRA_LISBOA_SOUZA.pdf.txtDENISE_OLIVEIRA_LISBOA_SOUZA.pdf.txtExtracted texttext/plain210525https://ri.ufs.br/jspui/bitstream/riufs/8611/3/DENISE_OLIVEIRA_LISBOA_SOUZA.pdf.txt22a1e0495d4bf61ce37d3eeab8bc41a4MD53THUMBNAILDENISE_OLIVEIRA_LISBOA_SOUZA.pdf.jpgDENISE_OLIVEIRA_LISBOA_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1285https://ri.ufs.br/jspui/bitstream/riufs/8611/4/DENISE_OLIVEIRA_LISBOA_SOUZA.pdf.jpg92a4cbb88d0080f6df35d44772406e87MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/8611/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALDENISE_OLIVEIRA_LISBOA_SOUZA.pdfDENISE_OLIVEIRA_LISBOA_SOUZA.pdfapplication/pdf5055262https://ri.ufs.br/jspui/bitstream/riufs/8611/2/DENISE_OLIVEIRA_LISBOA_SOUZA.pdf4a0f3ec7a3234af1309d45262e57aebbMD52riufs/86112018-07-16 20:13:01.392oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-07-16T23:13:01Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Educação ambiental na escola : descrição e avaliação de projetos |
title |
Educação ambiental na escola : descrição e avaliação de projetos |
spellingShingle |
Educação ambiental na escola : descrição e avaliação de projetos Souza, Denise de Oliveira Lisbôa Educação ambiental Desenvolvimento sustentável Projetos Método de projeto no ensino Escola Intervenção Environmental education School Intervention |
title_short |
Educação ambiental na escola : descrição e avaliação de projetos |
title_full |
Educação ambiental na escola : descrição e avaliação de projetos |
title_fullStr |
Educação ambiental na escola : descrição e avaliação de projetos |
title_full_unstemmed |
Educação ambiental na escola : descrição e avaliação de projetos |
title_sort |
Educação ambiental na escola : descrição e avaliação de projetos |
author |
Souza, Denise de Oliveira Lisbôa |
author_facet |
Souza, Denise de Oliveira Lisbôa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Denise de Oliveira Lisbôa |
dc.contributor.advisor1.fl_str_mv |
Pardo, Maria Benedita Lima |
contributor_str_mv |
Pardo, Maria Benedita Lima |
dc.subject.por.fl_str_mv |
Educação ambiental Desenvolvimento sustentável Projetos Método de projeto no ensino Escola Intervenção |
topic |
Educação ambiental Desenvolvimento sustentável Projetos Método de projeto no ensino Escola Intervenção Environmental education School Intervention |
dc.subject.eng.fl_str_mv |
Environmental education School Intervention |
description |
The actions on Environmental Education (EE) cover the process of building values, competences, attitudes and skills in favor of environmental conservation. At school, teachers play an important role in decision-making, planning, organizing, conducting and evaluating projects focused on environmental issues. Considering that the literature points out the need to support teachers to work with EE and the lack of studies that describe teacher orientation work in this area, the present study aimed to describe an intervention with teachers related to the planning and application of EE. The main goal of this research was to evaluate the effects of an orientation program on the planning and application of Environmental Education projects with public school teachers. The data collection followed the following steps: 1) preliminary procedures, in which, at the first contact with the teachers, the objectives of the research were explained and those invited to participate; 2) EE projects planning, in which the orientation program was applied and the teachers elaborated their own projects; 3) monitoring the application and evaluation of the EE projects, in which the teachers applied the projects with their classes of students; 4) evaluation of the orientation program, where a final meeting was held in which teachers evaluated the orientation program and reported the facilities and difficulties encountered in the implementation of the EE projects and presented suggestions for their improvement; 5) follow-up, after the closure of the orientation program to verify the continuity of the projects. Data were collected through records of observations of the school environment and surroundings, follow-up worksheets, field diary and photographic records. Results pertaining to the plans indicated mastery of most of its steps by teachers. In relation to the applications of the projects, positive changes were registered in the environment of the school and its surroundings, as well as improvement in students' behavior regarding themselves and the conservation of the environment. Teachers also assessed the orientation program positively. The follow-up showed that most teachers continued to work on EE projects, although some of them have stopped using follow-up worksheets. This research showed that in a relatively short time and with few financial resources, it is possible to motivate teachers to develop systematic actions of EE in school, and a longer follow-up time is necessary in order to better ensure the maintenance of their behaviors. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-16T23:13:01Z |
dc.date.available.fl_str_mv |
2018-07-16T23:13:01Z |
dc.date.issued.fl_str_mv |
2018-03-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, Denise de Oliveira Lisbôa. Educação ambiental na escola: descrição e avaliação de projetos. 2018. 110 f. Dissertação (Mestrado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/8611 |
identifier_str_mv |
SOUZA, Denise de Oliveira Lisbôa. Educação ambiental na escola: descrição e avaliação de projetos. 2018. 110 f. Dissertação (Mestrado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
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http://ri.ufs.br/jspui/handle/riufs/8611 |
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por |
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Universidade Federal de Sergipe |
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