Environmental education in the continued education of teachers: shared construction practices

Detalhes bibliográficos
Autor(a) principal: Dal-Farra, Rossano André
Data de Publicação: 2012
Outros Autores: Valduga, Mariela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/3950
Resumo: The several interfaces between global and local aspects in environmental education require the development of teachers’ education practices with the active participation of the teachers, providing subsidies for the implementation of activities. From this perspective, this text discusses the presuppostions underlying the actions based on conceptual, attitudinal and procedural aspects, indicating the need for including the diversity of teachers’ experiences in the construction of shared practices of continued teacher education. Additionally, the importance of including specific theoretical studies related to natural sciences, in line with the level of education in which teachers work, is approached.
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spelling Environmental education in the continued education of teachers: shared construction practicesLa educación ambiental en la educación continuada de profesores: Reflexiones sobre las prácticas compartidas de construcciónA educação ambiental na formação continuada de professores: as práticas compartilhadas de construçãoEducação ambientalEnsino de ciênciasFormação continuada de professoresEnsino fundamentalEducación ambientalEnseñanza de las cienciasEducación continuada de los profesoresEducación básicaEnvironmental educationTeacher educationScience educationContinued education of teachersElementary schoolThe several interfaces between global and local aspects in environmental education require the development of teachers’ education practices with the active participation of the teachers, providing subsidies for the implementation of activities. From this perspective, this text discusses the presuppostions underlying the actions based on conceptual, attitudinal and procedural aspects, indicating the need for including the diversity of teachers’ experiences in the construction of shared practices of continued teacher education. Additionally, the importance of including specific theoretical studies related to natural sciences, in line with the level of education in which teachers work, is approached.Las múltiples interfaces entre lo global y lo local en la educación ambiental requieren la construcción de prácticas de formación de profesores con la participación activa ofreciendo subsidios para la realización de las actividades. Con esta perspectiva, en el presente trabajo se analiza los supuestos que subyacen las acciones teniendo en cuenta las áreas conceptuales, procedimentales y actitudinales, incluso la diversidad de experiencias de los maestros en la construcción de prácticas compartidas de educación continuada. También se discute la importancia de insertar los estudios teóricos de las ciencias naturales en línea con el nivel de enseñanza en que trabajan los profesores. As múltiplas interfaces entre o global e o local na educação ambiental demandam a construção de práticas de formação de professores nas quais estes participem ativamente do processo, fornecendo subsídios para a realização das atividades. Com essa perspectiva, o presente texto discute os pressupostos subjacentes à realização de ações calcadas nos âmbitos conceituais, atitudinais e procedimentais, indicando a necessidade de incluir a diversidade de experiências dos professores na construção de práticas compartilhadas de formação continuada. Aborda-se, ainda, a importância da inserção de estudos teóricos específicos no âmbito das ciências da natureza em sintonia com o nível de ensino no qual os professores atuam. Faculdade de Educação - Universidade de Brasília2012-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/395010.26512/lc.v18i36.3950Linhas Críticas; Vol. 18 No. 36 (2012); 395-415Linhas Críticas; Vol. 18 Núm. 36 (2012); 395-415Linhas Crí­ticas; v. 18 n. 36 (2012); 395-4151981-04311516-489610.26512/lc.v18i36reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3950/3623Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDal-Farra, Rossano AndréValduga, Mariela2022-09-09T18:23:19Zoai:ojs.pkp.sfu.ca:article/3950Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-09-09T18:23:19Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Environmental education in the continued education of teachers: shared construction practices
La educación ambiental en la educación continuada de profesores: Reflexiones sobre las prácticas compartidas de construcción
A educação ambiental na formação continuada de professores: as práticas compartilhadas de construção
title Environmental education in the continued education of teachers: shared construction practices
spellingShingle Environmental education in the continued education of teachers: shared construction practices
Dal-Farra, Rossano André
Educação ambiental
Ensino de ciências
Formação continuada de professores
Ensino fundamental
Educación ambiental
Enseñanza de las ciencias
Educación continuada de los profesores
Educación básica
Environmental education
Teacher education
Science education
Continued education of teachers
Elementary school
title_short Environmental education in the continued education of teachers: shared construction practices
title_full Environmental education in the continued education of teachers: shared construction practices
title_fullStr Environmental education in the continued education of teachers: shared construction practices
title_full_unstemmed Environmental education in the continued education of teachers: shared construction practices
title_sort Environmental education in the continued education of teachers: shared construction practices
author Dal-Farra, Rossano André
author_facet Dal-Farra, Rossano André
Valduga, Mariela
author_role author
author2 Valduga, Mariela
author2_role author
dc.contributor.author.fl_str_mv Dal-Farra, Rossano André
Valduga, Mariela
dc.subject.por.fl_str_mv Educação ambiental
Ensino de ciências
Formação continuada de professores
Ensino fundamental
Educación ambiental
Enseñanza de las ciencias
Educación continuada de los profesores
Educación básica
Environmental education
Teacher education
Science education
Continued education of teachers
Elementary school
topic Educação ambiental
Ensino de ciências
Formação continuada de professores
Ensino fundamental
Educación ambiental
Enseñanza de las ciencias
Educación continuada de los profesores
Educación básica
Environmental education
Teacher education
Science education
Continued education of teachers
Elementary school
description The several interfaces between global and local aspects in environmental education require the development of teachers’ education practices with the active participation of the teachers, providing subsidies for the implementation of activities. From this perspective, this text discusses the presuppostions underlying the actions based on conceptual, attitudinal and procedural aspects, indicating the need for including the diversity of teachers’ experiences in the construction of shared practices of continued teacher education. Additionally, the importance of including specific theoretical studies related to natural sciences, in line with the level of education in which teachers work, is approached.
publishDate 2012
dc.date.none.fl_str_mv 2012-09-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/3950
10.26512/lc.v18i36.3950
url https://periodicos.unb.br/index.php/linhascriticas/article/view/3950
identifier_str_mv 10.26512/lc.v18i36.3950
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/3950/3623
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 18 No. 36 (2012); 395-415
Linhas Críticas; Vol. 18 Núm. 36 (2012); 395-415
Linhas Crí­ticas; v. 18 n. 36 (2012); 395-415
1981-0431
1516-4896
10.26512/lc.v18i36
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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