A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal

• Autor(a) principal: Grenzel, Graciele Cristiane Rambo
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5619
• topic: Educação ambiental; Prática educativas ambientais; Ecopedagogia; Environmentale education.; Environmental educational practice; Ecopedagogy; OUTROS

Environmental Education (EE) in recent decades has been seen as a strategic tool to contribute to environmental issues arising from a long process of exploration of natural resources. Understood as an education that must permeate all spaces of society, at school it is materialized through Environmental Practices. Schools, in turn, embrace projects that aim to work on environmental issues, but they are not always concerned with the use of reflective and investigative methodologies. In this sense, this research aimed to analyze environmental practices carried out in formal teaching spaces, to identify the pedagogical intentions, present in their actions and how these may or may not become eco-pedagogical processes through the criteria determined by Ecopedagogy. Therefore, the chosen methodology was based on explanatory exploratory research with a qualitative approach, having as object of study municipal schools in Marechal Cândido Rondon/PR, (1st to 5th year/initial gradesFor the delimitation of the territory, the survey of programs and projects developed in the municipal education system through the Political Pedagogical Projects (PPP) was first carried out. In the sequence, three environmental practices that worked with Environmental Education were identified, namely the Young Small Entrepreneur Steps (JEPP), the Agrinho Program and finally the Food and Nutrition Education Project) the research technique, the bibliographic, documentary and interview survey, using a semi-structured script. As for the analysis of the results achieved, we first sought to understand the agents responsible for the training of teachers the principles that guide and support the program/project, as for the teacher, their understanding of the work proposal, as well as their unique understanding of EE, to finally bring the contributions of Ecopedagogy into some pre-defined categories, such as its concept, property, applicability, and scope. Thus, it can be concluded that Environmental Practices are important and cannot be forgotten or discredited. However, it is necessary to recommend, reorganize and promote activities that place students and teachers as active protagonists in the process, as the Pedagogical Intentionality within these practices has been presented based on the concept of conservation EE and sustainability and thus the junction of the concept of EE and the intentionality of programs and projects can contribute little or nothing to the construction of a planetary consciousness.