Espaço de ciranda infantil : uma proposta para o programa de educação ambiental com comunidades costeiras - PEAC/SE

• Autor(a) principal: Santos, Mony Grazielle Barros
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18630
• topic: Educação ambiental; Impacto ambiental; Pedagogia crítica; Programa de Educação Ambiental com Comunidades Costeiras (PEAC); Educação ambiental crítica; Espaço não-formal; Ciranda infantil; Critical environmental education; Non-formal space; Children's ciranda

The Environmental Education Program with Coastal Communities (PEAC), since 1999, has been carrying out activities in the state of Sergipe that meet the specific conditions of the Brazilian Institute of the Environment and Renewable Natural Resources (Ibama), aiming to mitigate the impacts of oil exploration and compensate coastal communities socioeconomically affected by the actions of these enterprises. Developed according to the basic principles of Environmental Education (EE) defined by the National Policy on Environmental Education (PNEA) and the Decree that regulates it, PEAC develops projects from the perspective of Critical Environmental Education, in order to politically strengthen the social actors directly affected by oil and gas exploration, through the expanded training of these subjects, enabling them to intervene in qualified public environmental management and access to other policies. Since when did it appear, PEAC's actions have been aimed only at young people and adults, not including the participation of children. In this sense, the present dissertation has as its general objective to demonstrate that the Children's Ciranda Spaces can be educational instruments, of Critical Environmental Education, helping in the political formation of the Environmental Education Program with Coastal Communities (PEAC). The research analysis was based on the dialectical method. To achieve the proposed objectives, the following methodological procedures were developed: theoretical foundation; qualitative research and field research, where free and participant observations were carried out, photographic records and the elaboration of a theoretical-methodological action proposal that makes it possible to develop Critical EE practices with children in non-formal education spaces. To present the construction process and the results of the research, data instruments such as tables, figures, photographs and video were used. At the end of the research, we concluded that the actions developed during the PEAC Children's Ciranda contributed to the self-organization and strengthening of the autonomy of the subjects involved, within the training processes promoted by the Program. Finally, we hope that the educational instrument of this research will contribute to other educators feeling encouraged to implement and/or work in non-formal education spaces, developing actions and practices of Environmental Education with a critical bias towards children and young people.