Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22118 |
Resumo: | Considering the relevance of the related thematic with Environmental Education in the school context, this study's objective is to evaluatethe contribution of thematic workshops as a strategy for the continuing education of teachers. Article 1 describes that the public is composed of administrators and classroom teachers. From this standpoint, these teachers were chosen from a prior study with a team derived from three chosen institutions, in which were initially identified the primary environmental problems that plagued them. Thus, it was identified that the worst problem refers to the garbage deposited in the surrounding areas by Uruguaiana's community members, that choose these localized peripheral places to dump objects, and, consequently, they end up attacking the environment. As one of these researched schools is located next to the Uruguai River, one can identify an enormous lack of knowledge in Uruguaiana's community in relation to its natural riches and a lack of concern regarding the city's environmental questions, causing a lack of a critical sense on the students' part in these schools, because, as a majority are unfamiliar with these topics, the students end up reproducing this disinformation even though it is unintentional. Soon, the role of the school will change this thematic by means of an efficient and emancipatory pedagogical intervention for the development of the students' critical thinking. In the manuscript 2, forty teachers from three public schools from the city of Uruguaiana, RS, participated in the study. Inititally, a questionnaire was administered in order to identify the teachers' perception about the environmental thematic. Afterward, the interventions were realized by means of thematic workshops, with this tool being chosen for the environmental education theme. After the interventions, the questionnaire was newly administered to the teachers, in order to identify if there had been changes in these concepts in relation to the proposed subject. As a result, the presented study encountered a significant increase in the teachers' knowledge about the environmental thematic, especially involving the legislation that deals with Environmental Education from Transdisciplinary and Interdisciplinary formats. Based on these findings from the article and manuscripts, we reiterate the importance of using these tools to approach important subjects in the school context. Once, with the collected data from the thematic workshops applied by docents in their respective classrooms, we perceive that teachers seek to share the message of the real importance of knowing Environmental Education, then, from this knowledge the students will be able to know and consequently also will be sensitized relating to the importance of knowing the environmental issues of their community, becoming critical and active subjects in their community and in environmental, political and social discussions relating to their city. |
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2021-08-31T14:05:09Z2021-08-31T14:05:09Z2019-12-17http://repositorio.ufsm.br/handle/1/22118Considering the relevance of the related thematic with Environmental Education in the school context, this study's objective is to evaluatethe contribution of thematic workshops as a strategy for the continuing education of teachers. Article 1 describes that the public is composed of administrators and classroom teachers. From this standpoint, these teachers were chosen from a prior study with a team derived from three chosen institutions, in which were initially identified the primary environmental problems that plagued them. Thus, it was identified that the worst problem refers to the garbage deposited in the surrounding areas by Uruguaiana's community members, that choose these localized peripheral places to dump objects, and, consequently, they end up attacking the environment. As one of these researched schools is located next to the Uruguai River, one can identify an enormous lack of knowledge in Uruguaiana's community in relation to its natural riches and a lack of concern regarding the city's environmental questions, causing a lack of a critical sense on the students' part in these schools, because, as a majority are unfamiliar with these topics, the students end up reproducing this disinformation even though it is unintentional. Soon, the role of the school will change this thematic by means of an efficient and emancipatory pedagogical intervention for the development of the students' critical thinking. In the manuscript 2, forty teachers from three public schools from the city of Uruguaiana, RS, participated in the study. Inititally, a questionnaire was administered in order to identify the teachers' perception about the environmental thematic. Afterward, the interventions were realized by means of thematic workshops, with this tool being chosen for the environmental education theme. After the interventions, the questionnaire was newly administered to the teachers, in order to identify if there had been changes in these concepts in relation to the proposed subject. As a result, the presented study encountered a significant increase in the teachers' knowledge about the environmental thematic, especially involving the legislation that deals with Environmental Education from Transdisciplinary and Interdisciplinary formats. Based on these findings from the article and manuscripts, we reiterate the importance of using these tools to approach important subjects in the school context. Once, with the collected data from the thematic workshops applied by docents in their respective classrooms, we perceive that teachers seek to share the message of the real importance of knowing Environmental Education, then, from this knowledge the students will be able to know and consequently also will be sensitized relating to the importance of knowing the environmental issues of their community, becoming critical and active subjects in their community and in environmental, political and social discussions relating to their city.Considerando a relevância da temática relacionada com a Educação Ambiental no contexto escolar, esse estudo objetiva avaliar a contribuição de oficinas temáticas enquanto estratégia para a formação continuada de professores. No artigo 1, está descrito que o público era composto por gestores e professores de sala de aula. Nesse sentido, esses docentes foram escolhidos a partir de uma investigação prévia com a equipe diretiva das três instituições escolhidas, em que inicialmente foram identificados os principais problemas ambientais que as assolam. Assim, foi verificado que o problema maior se refere ao lixo depositado nos arredores pela comunidade uruguaianense, que escolhem esses lugares localizados na periferia para despejar dejetos e, consequentemente, acabam por agredir o meio ambiente. Como uma das escolas pesquisadas localiza-se próxima ao rio Uruguai, pode-se identificar a enorme falta de conhecimento da comunidade de Uruguaiana com relação às riquezas naturais e à despreocupação com as questões ambientais do município, ocasionando a falta de senso critico por parte dos alunos dessas escolas, pois, já que uma maioria desconhece esses assuntos, os educandos acabam por mesmo que sem intenção reproduzir essa desinformação. Logo, é papel da escola mudar essa temática através de uma intervenção pedagógica eficiente e emancipatória para o desenvolvimento do senso critico dos educandos. No manuscrito 2, participaram do estudo quarenta professores de três escolas públicas do município de Uruguaiana /RS. Inicialmente, foi aplicado um questionário a fim de identificar a percepção dos professores sobre a temática ambiental. Após, foram realizadas as intervenções, por meio das oficinas temáticas, ferramenta essa escolhida para a abordagem com o tema educação ambiental. Após as intervenções, o questionário foi novamente aplicado aos professores, a fim de identificar se houve mudanças nas concepções destes acerca do tema proposto. Como resultado, o presente estudo encontrou um aumento significativo do conhecimento dos professores sobre a temática ambiental, especialmente envolvendo a legislação que trata da Educação Ambiental de forma Transdisciplinar e Interdisciplinar. Com base nesses achados do artigo e do manuscritos, reiteramos a importância do uso dessa ferramenta para abordar temas importantes no contexto escolar. Uma vez que, a partir dos dados coletados com as oficinas temáticas aplicadas pelos docentes em suas respectivas turmas, percebemos que os professores procuram passar a mensagem da real importância de se conhecer a Educação Ambiental, pois, é a partir desse conhecimento os alunos poderão conhecer e consequentemente também poderão se sensibilizar frente a importância de se conhecer as questões ambientais de sua comunidade, tornando-se sujeitos críticos e ativos junto a sua comunidade e as discussões ambientais, politicas e sociais pertinentes ao seu município.porUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessOficinas temáticasEducação ambientalEducação básicaThematic workshopsEnvironmental educationPrimary educationCNPQ::OUTROS::CIENCIASUma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticasA proposal for the continuing education of teachers with an environmental thematic through thematic workshopsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPessano, Edward Frederico Castrohttp://lattes.cnpq.br/2760002240063004Lima, Ana Paula Santos deQuerol , Marcus Vinicius MoriniIlha, Phillip VilanovaCunha, Álvaro Luís Ávila dahttp://lattes.cnpq.br/8127782966998097Silveira, Marlise Grecco de Souza900500000008600600600600600600600484b1918-9111-4568-b596-809386423eb87d9324d7-d70d-449b-b0c3-e72bcb8171c414c72708-c90e-4a4d-af28-55a946394f994abc576d-eb20-414f-b75f-bf541f9c9bbcece85f92-7037-47d6-9269-9596122f1bb8f6716d7c-5707-484b-a2c6-140cf6eb6d3dreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGECQVS_2019_SILVEIRA_MARLISE.pdfTES_PPGECQVS_2019_SILVEIRA_MARLISE.pdfTeseapplication/pdf3776706http://repositorio.ufsm.br/bitstream/1/22118/1/TES_PPGECQVS_2019_SILVEIRA_MARLISE.pdf8d728e09ace746905e59c5f759af5d17MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
dc.title.alternative.eng.fl_str_mv |
A proposal for the continuing education of teachers with an environmental thematic through thematic workshops |
title |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
spellingShingle |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas Silveira, Marlise Grecco de Souza Oficinas temáticas Educação ambiental Educação básica Thematic workshops Environmental education Primary education CNPQ::OUTROS::CIENCIAS |
title_short |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
title_full |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
title_fullStr |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
title_full_unstemmed |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
title_sort |
Uma proposta de formação continuada de professores com a temática ambiental por meio de oficinas temáticas |
author |
Silveira, Marlise Grecco de Souza |
author_facet |
Silveira, Marlise Grecco de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pessano, Edward Frederico Castro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2760002240063004 |
dc.contributor.referee1.fl_str_mv |
Lima, Ana Paula Santos de |
dc.contributor.referee2.fl_str_mv |
Querol , Marcus Vinicius Morini |
dc.contributor.referee3.fl_str_mv |
Ilha, Phillip Vilanova |
dc.contributor.referee4.fl_str_mv |
Cunha, Álvaro Luís Ávila da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8127782966998097 |
dc.contributor.author.fl_str_mv |
Silveira, Marlise Grecco de Souza |
contributor_str_mv |
Pessano, Edward Frederico Castro Lima, Ana Paula Santos de Querol , Marcus Vinicius Morini Ilha, Phillip Vilanova Cunha, Álvaro Luís Ávila da |
dc.subject.por.fl_str_mv |
Oficinas temáticas Educação ambiental Educação básica |
topic |
Oficinas temáticas Educação ambiental Educação básica Thematic workshops Environmental education Primary education CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Thematic workshops Environmental education Primary education |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
Considering the relevance of the related thematic with Environmental Education in the school context, this study's objective is to evaluatethe contribution of thematic workshops as a strategy for the continuing education of teachers. Article 1 describes that the public is composed of administrators and classroom teachers. From this standpoint, these teachers were chosen from a prior study with a team derived from three chosen institutions, in which were initially identified the primary environmental problems that plagued them. Thus, it was identified that the worst problem refers to the garbage deposited in the surrounding areas by Uruguaiana's community members, that choose these localized peripheral places to dump objects, and, consequently, they end up attacking the environment. As one of these researched schools is located next to the Uruguai River, one can identify an enormous lack of knowledge in Uruguaiana's community in relation to its natural riches and a lack of concern regarding the city's environmental questions, causing a lack of a critical sense on the students' part in these schools, because, as a majority are unfamiliar with these topics, the students end up reproducing this disinformation even though it is unintentional. Soon, the role of the school will change this thematic by means of an efficient and emancipatory pedagogical intervention for the development of the students' critical thinking. In the manuscript 2, forty teachers from three public schools from the city of Uruguaiana, RS, participated in the study. Inititally, a questionnaire was administered in order to identify the teachers' perception about the environmental thematic. Afterward, the interventions were realized by means of thematic workshops, with this tool being chosen for the environmental education theme. After the interventions, the questionnaire was newly administered to the teachers, in order to identify if there had been changes in these concepts in relation to the proposed subject. As a result, the presented study encountered a significant increase in the teachers' knowledge about the environmental thematic, especially involving the legislation that deals with Environmental Education from Transdisciplinary and Interdisciplinary formats. Based on these findings from the article and manuscripts, we reiterate the importance of using these tools to approach important subjects in the school context. Once, with the collected data from the thematic workshops applied by docents in their respective classrooms, we perceive that teachers seek to share the message of the real importance of knowing Environmental Education, then, from this knowledge the students will be able to know and consequently also will be sensitized relating to the importance of knowing the environmental issues of their community, becoming critical and active subjects in their community and in environmental, political and social discussions relating to their city. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-12-17 |
dc.date.accessioned.fl_str_mv |
2021-08-31T14:05:09Z |
dc.date.available.fl_str_mv |
2021-08-31T14:05:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/22118 |
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http://repositorio.ufsm.br/handle/1/22118 |
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por |
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por |
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900500000008 |
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600 600 600 600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
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