Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental

Detalhes bibliográficos
Autor(a) principal: Dantas, Jonielton Oliveira
Data de Publicação: 2022
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16232
Resumo: Environmental education, despite being an already consolidated conceptual field, with welldefined principles and objectives that place it in a central position in the process of change for sustainable development, has not been able to enhance the transformation it proposes concerning awareness, sensitization, and change of attitude of people in the face of socioenvironmental issues, nor to assume the vanguard of the necessary transformations in school education itself. Regarding formal education, several explanations are given for the failure of environmental education, with teacher training being pointed out as one of the most problematic points. This study defends the thesis that the effectiveness of environmental education in the context of formal education presupposes a pedagogy that provides support, a pedagogy aligned with complex thinking, which assumes the complexity of educational processes concerning the environmental dimension, a pedagogy environmental. From this perspective, this research aimed to develop guidelines for an environmental pedagogy based on the mobilization of the repertoire of knowledge of teaching professionalism through didactic-pedagogical strategies for the continuing education of teachers in environmental education. In this perspective, this research had as general objective to develop the guidelines of an environmental pedagogy from the mobilization of the repertoire of knowledge of the teaching profession through didacticpedagogical strategies of continuous formation of teachers in environmental education. To meet this proposition, a qualitative approach was chosen, anchored in assumptions and procedures related to action research through the development of a course called Training Process in Environmental Education and Teaching Professionalization as the main strategy to promote dialogue of knowledge about education and the environment between the researcher and the teachers who teach in Basic Education in public schools located in municipalities that are part of the Regional Board of Education - 02 (DRE-02) of the State Department of Education and Culture of the State of Sergipe (SEDUC/SE). The action contemplated six stages, in which data collection procedures and instruments adapted to digital tools were used, such as questionnaires (on-line form), document analysis - applied to the 'chat' messages generated in the 'online' meetings ' (Meet), in the discussion forums (Classroom), and the recordings of the videoconferences. The content produced in this process was submitted to the Content Analysis technique, to infer an interpretation of the resulted that meet the problems and objectives defined for this research. The results obtained reveal a diversity of knowledge that make up the repertoire of teaching professionalism, effectively contributing to the elaboration of theoreticalpractical guidelines for environmental pedagogy, with the potential to transfer to different geocultural contexts. Furthermore, as a product of this study an itinerary for implementing environmental pedagogy in schools is presented to support decision-making and adoption of strategies by managers and teachers.
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spelling Dantas, Jonielton OliveiraSoares, Maria José NascimentoCharlot, Bernard2022-08-31T17:58:26Z2022-08-31T17:58:26Z2022-04-28DANTAS, Jonielton Oliveira. Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental. 2022. 230 f. Tese (Doutorado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/16232Environmental education, despite being an already consolidated conceptual field, with welldefined principles and objectives that place it in a central position in the process of change for sustainable development, has not been able to enhance the transformation it proposes concerning awareness, sensitization, and change of attitude of people in the face of socioenvironmental issues, nor to assume the vanguard of the necessary transformations in school education itself. Regarding formal education, several explanations are given for the failure of environmental education, with teacher training being pointed out as one of the most problematic points. This study defends the thesis that the effectiveness of environmental education in the context of formal education presupposes a pedagogy that provides support, a pedagogy aligned with complex thinking, which assumes the complexity of educational processes concerning the environmental dimension, a pedagogy environmental. From this perspective, this research aimed to develop guidelines for an environmental pedagogy based on the mobilization of the repertoire of knowledge of teaching professionalism through didactic-pedagogical strategies for the continuing education of teachers in environmental education. In this perspective, this research had as general objective to develop the guidelines of an environmental pedagogy from the mobilization of the repertoire of knowledge of the teaching profession through didacticpedagogical strategies of continuous formation of teachers in environmental education. To meet this proposition, a qualitative approach was chosen, anchored in assumptions and procedures related to action research through the development of a course called Training Process in Environmental Education and Teaching Professionalization as the main strategy to promote dialogue of knowledge about education and the environment between the researcher and the teachers who teach in Basic Education in public schools located in municipalities that are part of the Regional Board of Education - 02 (DRE-02) of the State Department of Education and Culture of the State of Sergipe (SEDUC/SE). The action contemplated six stages, in which data collection procedures and instruments adapted to digital tools were used, such as questionnaires (on-line form), document analysis - applied to the 'chat' messages generated in the 'online' meetings ' (Meet), in the discussion forums (Classroom), and the recordings of the videoconferences. The content produced in this process was submitted to the Content Analysis technique, to infer an interpretation of the resulted that meet the problems and objectives defined for this research. The results obtained reveal a diversity of knowledge that make up the repertoire of teaching professionalism, effectively contributing to the elaboration of theoreticalpractical guidelines for environmental pedagogy, with the potential to transfer to different geocultural contexts. Furthermore, as a product of this study an itinerary for implementing environmental pedagogy in schools is presented to support decision-making and adoption of strategies by managers and teachers.La educación ambiental, mismo siendo un campo conceptual ya consolidado, con principios y metas bien definidas que la ponen en posición central en el proceso de cambio para el desarrollo sustentable, no ha podido potenciar la transformación que propone en lo que se refiere a la concientización, sensibilización y cambio de actitud de las personas frente a los temas socioambientales, tampoco asumen la vanguardia de los cambios necesarios en la propia educación escolar. En cuanto a la educación formal, varias explicaciones se dan para la falla de la enseñanza ambiental, siendo la formación docente señalada como uno de los puntos más problemáticos. Este estudio defiende la tesis de que la eficacia de la educación ambiental en el contexto de la educación formal presupone una pedagogía que brinde apoyo, una pedagogía alineada con el pensamiento complejo, que asuma la complejidad de los procesos educativos con relación a la dimensión ambiental, una pedagogía ambiental. En esa perspectiva, esta investigación tuvo como objetivo general desarrollar las directrices de una pedagogía ambiental a partir de la movilización del repertorio de saberes del profesionalismo docente a través de estrategias didáctico-pedagógicas de formación continuada de los docentes en educación ambiental. Para cumplir con esta proposición, se adoptó un enfoque cualitativo, anclado en supuestos y procedimientos relacionados con la investigación-acción a través del desarrollo de un curso llamado Proceso de Formación en Educación Ambiental y Profesionalización de la Docencia como estrategia principal para promover el diálogo de saberes sobre educación y medio ambiente entre el investigador y los docentes que imparten docencia en Educación Básica en escuelas públicas ubicadas en municipios que integran la Junta Regional de Educación - 02 (DRE-02) de la Secretaría Estadual de Educación y Cultura del Estado de Sergipe (SEDUC/SE). La acción comprendió seis etapas, en las que se emplearon procedimientos e instrumentos de colección de datos adaptados a las herramientas digitales, como cuestionarios (formulario en línea), análisis de documentos - aplicados a mensajes de chat generados en reuniones en línea (Meet), en foros de discusión (Classroom), y en las grabaciones de videoconferencias. El contenido producido en este proceso fue sometido a la técnica de Análisis de Contenido, con el fin de inferir una interpretación de los resultados que respondiera a los problemas y objetivos definidos para esta investigación. Los resultados obtenidos revelan una diversidad de saberes que componen el repertorio de la profesionalidad docente, contribuyendo efectivamente a la elaboración de directrices teórico-prácticas para la pedagogía ambiental, con potencial de transferencia a diferentes contextos geoculturales. Además, como producto de este estudio se presenta un itinerario para la implementación de la pedagogía ambiental en las escuelas con el fin de apoyar la toma de decisiones y la adopción de estrategias por parte de directivos y docentes.A educação ambiental mesmo sendo um campo conceitual já consolidado, com princípios e objetivos bem definidos que a colocam em posição central no processo de mudança para o desenvolvimento sustentável, não tem conseguido potencializar a transformação que propõe em relação à conscientização, sensibilização e mudança de atitude das pessoas frente às questões socioambientais, tampouco assumir a vanguarda das transformações necessárias na própria educação escolar. No tocante à educação formal, várias explicações são dadas para o insucesso da educação ambiental, sendo a formação de professores apontada como um dos pontos mais problemáticos. Este estudo defende a tese de que a efetivação da educação ambiental no âmbito da educação formal pressupõe uma pedagogia que lhe forneça suporte, uma pedagogia alinhada ao pensamento complexo, que assume a complexidade dos processos educativos na relação com a dimensão ambiental, uma pedagogia ambiental. Nessa perspectiva, esta pesquisa teve como objetivo geral desenvolver as diretrizes de uma pedagogia ambiental a partir da mobilização do repertório de saberes da profissionalidade docente mediante estratégias didático-pedagógicas de formação continuada de professores em educação ambiental. A fim de atender essa proposição, adotou-se a abordagem qualitativa, ancorando-se em pressupostos e procedimentos relativos à pesquisa-ação mediante desenvolvimento de um curso denominado Processo Formador em Educação Ambiental e Profissionalização da Docência como principal estratégia para promover o diálogo de saberes sobre educação e meio ambiente entre o pesquisador e os professores que exercem à docência na Educação Básica em escolas públicas situadas em municípios que integram a Diretoria Regional de Educação - 02 (DRE-02) da Secretaria Estadual de Educação e Cultura do Estado de Sergipe (SEDUC/SE). A ação contemplou seis etapas, nas quais foram utilizados procedimentos e instrumentos de coleta de dados adaptados às ferramentas digitais, como questionários (formulário on-line), análise documental – aplicada nas mensagens do chat geradas nos encontros on-line (Meet), nos fóruns de discussão (Classroom), e nas gravações das videoconferências. O conteúdo produzido nesse processo foi submetido a técnica de Análise de Conteúdo, de forma a inferir uma interpretação sobre os resultados que atendeu aos problemas e objetivos definidos para esta pesquisa. Os resultados obtidos revelam uma diversidade de saberes que compõem o repertório da profissionalidade docente, contribuindo efetivamente para a elaboração de diretrizes teórico-práticas da pedagogia ambiental, com potencial de transferência para diferentes contextos geoculturais. Ademais, como produto deste estudo apresenta-se um itinerário de implementação da pedagogia ambiental em escolas, com a finalidade de subsidiar a tomada de decisão e a adoção de estratégias por parte dos gestores e professores.Fundação de Apoio a Pesquisa e à Inovação Tecnológica do Estado de Sergipe - FAPITEC/SESão CristóvãoporMeio ambienteEducação ambientalPedagogia críticaDesenvolvimento sustentávelFormação de professoresPedagogia ambientalProfissionalização docenteSaberes docentesComplexidade ambientalEnvironmental educationEnvironmental pedagogyTeaching professionalizationTeaching knowledgeEnvironmental complexityEducación ambientalPedagogía ambientalProfesionalización docenteComplejidad ambientalOUTROSRepertório de saberes da profissionalidade docente : elementos para uma pedagogia ambientalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em Desenvolvimento e Meio AmbienteUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16232/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJONIELTON_OLIVEIRA_DANTAS.pdfJONIELTON_OLIVEIRA_DANTAS.pdfapplication/pdf3968959https://ri.ufs.br/jspui/bitstream/riufs/16232/2/JONIELTON_OLIVEIRA_DANTAS.pdfc300c43d21d41bacd056461a2c6265bcMD52TEXTJONIELTON_OLIVEIRA_DANTAS.pdf.txtJONIELTON_OLIVEIRA_DANTAS.pdf.txtExtracted texttext/plain601360https://ri.ufs.br/jspui/bitstream/riufs/16232/3/JONIELTON_OLIVEIRA_DANTAS.pdf.txt4d0790e1b8ced6d2841818eac54454d6MD53THUMBNAILJONIELTON_OLIVEIRA_DANTAS.pdf.jpgJONIELTON_OLIVEIRA_DANTAS.pdf.jpgGenerated Thumbnailimage/jpeg1297https://ri.ufs.br/jspui/bitstream/riufs/16232/4/JONIELTON_OLIVEIRA_DANTAS.pdf.jpg13929d4d1fc2ecbaa51ef805fdca51a7MD54riufs/162322022-08-31 14:58:40.185oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-08-31T17:58:40Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.pt_BR.fl_str_mv Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
title Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
spellingShingle Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
Dantas, Jonielton Oliveira
Meio ambiente
Educação ambiental
Pedagogia crítica
Desenvolvimento sustentável
Formação de professores
Pedagogia ambiental
Profissionalização docente
Saberes docentes
Complexidade ambiental
Environmental education
Environmental pedagogy
Teaching professionalization
Teaching knowledge
Environmental complexity
Educación ambiental
Pedagogía ambiental
Profesionalización docente
Complejidad ambiental
OUTROS
title_short Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
title_full Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
title_fullStr Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
title_full_unstemmed Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
title_sort Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental
author Dantas, Jonielton Oliveira
author_facet Dantas, Jonielton Oliveira
author_role author
dc.contributor.author.fl_str_mv Dantas, Jonielton Oliveira
dc.contributor.advisor1.fl_str_mv Soares, Maria José Nascimento
dc.contributor.advisor-co1.fl_str_mv Charlot, Bernard
contributor_str_mv Soares, Maria José Nascimento
Charlot, Bernard
dc.subject.por.fl_str_mv Meio ambiente
Educação ambiental
Pedagogia crítica
Desenvolvimento sustentável
Formação de professores
Pedagogia ambiental
Profissionalização docente
Saberes docentes
Complexidade ambiental
topic Meio ambiente
Educação ambiental
Pedagogia crítica
Desenvolvimento sustentável
Formação de professores
Pedagogia ambiental
Profissionalização docente
Saberes docentes
Complexidade ambiental
Environmental education
Environmental pedagogy
Teaching professionalization
Teaching knowledge
Environmental complexity
Educación ambiental
Pedagogía ambiental
Profesionalización docente
Complejidad ambiental
OUTROS
dc.subject.eng.fl_str_mv Environmental education
Environmental pedagogy
Teaching professionalization
Teaching knowledge
Environmental complexity
dc.subject.spa.fl_str_mv Educación ambiental
Pedagogía ambiental
Profesionalización docente
Complejidad ambiental
dc.subject.cnpq.fl_str_mv OUTROS
description Environmental education, despite being an already consolidated conceptual field, with welldefined principles and objectives that place it in a central position in the process of change for sustainable development, has not been able to enhance the transformation it proposes concerning awareness, sensitization, and change of attitude of people in the face of socioenvironmental issues, nor to assume the vanguard of the necessary transformations in school education itself. Regarding formal education, several explanations are given for the failure of environmental education, with teacher training being pointed out as one of the most problematic points. This study defends the thesis that the effectiveness of environmental education in the context of formal education presupposes a pedagogy that provides support, a pedagogy aligned with complex thinking, which assumes the complexity of educational processes concerning the environmental dimension, a pedagogy environmental. From this perspective, this research aimed to develop guidelines for an environmental pedagogy based on the mobilization of the repertoire of knowledge of teaching professionalism through didactic-pedagogical strategies for the continuing education of teachers in environmental education. In this perspective, this research had as general objective to develop the guidelines of an environmental pedagogy from the mobilization of the repertoire of knowledge of the teaching profession through didacticpedagogical strategies of continuous formation of teachers in environmental education. To meet this proposition, a qualitative approach was chosen, anchored in assumptions and procedures related to action research through the development of a course called Training Process in Environmental Education and Teaching Professionalization as the main strategy to promote dialogue of knowledge about education and the environment between the researcher and the teachers who teach in Basic Education in public schools located in municipalities that are part of the Regional Board of Education - 02 (DRE-02) of the State Department of Education and Culture of the State of Sergipe (SEDUC/SE). The action contemplated six stages, in which data collection procedures and instruments adapted to digital tools were used, such as questionnaires (on-line form), document analysis - applied to the 'chat' messages generated in the 'online' meetings ' (Meet), in the discussion forums (Classroom), and the recordings of the videoconferences. The content produced in this process was submitted to the Content Analysis technique, to infer an interpretation of the resulted that meet the problems and objectives defined for this research. The results obtained reveal a diversity of knowledge that make up the repertoire of teaching professionalism, effectively contributing to the elaboration of theoreticalpractical guidelines for environmental pedagogy, with the potential to transfer to different geocultural contexts. Furthermore, as a product of this study an itinerary for implementing environmental pedagogy in schools is presented to support decision-making and adoption of strategies by managers and teachers.
publishDate 2022
dc.date.accessioned.fl_str_mv 2022-08-31T17:58:26Z
dc.date.available.fl_str_mv 2022-08-31T17:58:26Z
dc.date.issued.fl_str_mv 2022-04-28
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dc.identifier.citation.fl_str_mv DANTAS, Jonielton Oliveira. Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental. 2022. 230 f. Tese (Doutorado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, 2022.
dc.identifier.uri.fl_str_mv http://ri.ufs.br/jspui/handle/riufs/16232
identifier_str_mv DANTAS, Jonielton Oliveira. Repertório de saberes da profissionalidade docente : elementos para uma pedagogia ambiental. 2022. 230 f. Tese (Doutorado em Desenvolvimento e Meio Ambiente) – Universidade Federal de Sergipe, São Cristóvão, 2022.
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