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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Lindino, Terezinha Corrêahttp://lattes.cnpq.br/0049519038542899Walker, Maristela Rossohttp://lattes.cnpq.br/0575598592447642Bariccatti, Karen Hyelmager Gongorahttp://lattes.cnpq.br/7903210775921715Lindino, Terezinha Corrêahttp://lattes.cnpq.br/0049519038542899http://lattes.cnpq.br/9932259378242885Grenzel, Graciele Cristiane Rambo2021-10-27T18:31:38Z2021-05-27GRENZEL, Graciele Cristiane Rambo. A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal. 2021. 129 f. Dissertação (Mestrado em Ciências Ambientais) - Universidade Estadual do Oeste do Paraná, Toledo, 2021.http://tede.unioeste.br/handle/tede/5619Environmental 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.A Educação Ambiental (EA) nas últimas décadas tem sido vista como uma ferramenta estratégica para contribuir com as questões ambientais emanadas de um longo processo de exploração dos recursos naturais. Compreendida como uma educação que deva permear todos os espaços da sociedade, na escola ela se materializa por meio das Práticas Ambientais. As escolas, por sua vez, abraçam projetos que visam trabalhar questões ambientais, porém nem sempre se preocupam com o uso de metodologias reflexivas e investigativas. Nesse sentido, esta pesquisa objetivou analisar práticas ambientais realizadas em espaços formais de ensino, de modo que pudesse identificar a intencionalidade pedagógica presente em suas ações e como essas podem ou não se tornarem processos ecopedagógicos mediante os critérios determinados pela Ecopedagogia. Para tanto, a metodologia escolhida fundamentou-se na pesquisa exploratória explicativa com abordagem qualitativa, tendo como objeto de estudo escolas municipais de Marechal Cândido Rondon/PR, (1º ao 5º ano/séries iniciais). Para delimitação do território primeiramente realizou-se o levantamento dos programas e projetos desenvolvidos na rede municipal de ensino por meio dos Projetos Políticos Pedagógicos (PPP), na sequência identificou-se três práticas ambientais que trabalhavam a Educação Ambiental, sendo elas o Jovem Empreendedor Pequenos Passos (JEPP), o Programa Agrinho e por fim o Projeto Educação Alimentar e Nutricional. A técnica de pesquisa envolveu o levantamento bibliográfico, documental e entrevista, com uso de roteiro semiestruturado. Quanto à análise dos resultados alcançados buscou-se primeiramente compreender dos agentes responsáveis pela formação/capacitação dos docentes os princípios que orientam e fundamentam o programa/projeto, quanto ao docente sua compreensão sobre a proposta de trabalho, bem como, seu entendimento singular sobre EA, para por fim trazer as contribuições da Ecopedagogia dentro de algumas categorias pré-definidas, tais como, seu conceito, propriedade, aplicabilidade e escopo. Com isso, pode-se concluir que as Práticas Ambientais são importantes e não podem ser esquecidas ou desacreditadas. Contudo, é necessário a recomendação, reorganização e promoção de atividades que coloquem os alunos e os professores como protagonistas ativos no processo, pois a Intencionalidade Pedagógica dentro dessas práticas tem se apresentado pautadas no conceito de EA conservacionista e da sustentabilidade e assim a junção do conceito de EA e a intencionalidade dos programas e projetos podem contribuir pouco ou nada para a construção de uma consciência planetária.Submitted by Marilene Donadel (marilene.donadel@unioeste.br) on 2021-10-27T18:31:38Z No. of bitstreams: 1 Graciele_Grenzel_2021.pdf: 2061940 bytes, checksum: 0703cd6c1b082e23ae2b905be1d29764 (MD5)Made available in DSpace on 2021-10-27T18:31:38Z (GMT). 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dc.title.por.fl_str_mv A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
dc.title.alternative.eng.fl_str_mv The pedagogical intentionality of environmental educational practices in the formal education system
title A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
spellingShingle A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
Grenzel, Graciele Cristiane Rambo
Educação ambiental
Prática educativas ambientais
Ecopedagogia
Environmentale education.
Environmental educational practice
Ecopedagogy
OUTROS
title_short A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
title_full A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
title_fullStr A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
title_full_unstemmed A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
title_sort A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal
author Grenzel, Graciele Cristiane Rambo
author_facet Grenzel, Graciele Cristiane Rambo
author_role author
dc.contributor.advisor1.fl_str_mv Lindino, Terezinha Corrêa
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0049519038542899
dc.contributor.referee1.fl_str_mv Walker, Maristela Rosso
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/0575598592447642
dc.contributor.referee2.fl_str_mv Bariccatti, Karen Hyelmager Gongora
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/7903210775921715
dc.contributor.referee3.fl_str_mv Lindino, Terezinha Corrêa
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/0049519038542899
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9932259378242885
dc.contributor.author.fl_str_mv Grenzel, Graciele Cristiane Rambo
contributor_str_mv Lindino, Terezinha Corrêa
Walker, Maristela Rosso
Bariccatti, Karen Hyelmager Gongora
Lindino, Terezinha Corrêa
dc.subject.por.fl_str_mv Educação ambiental
Prática educativas ambientais
Ecopedagogia
topic Educação ambiental
Prática educativas ambientais
Ecopedagogia
Environmentale education.
Environmental educational practice
Ecopedagogy
OUTROS
dc.subject.eng.fl_str_mv Environmentale education.
Environmental educational practice
Ecopedagogy
dc.subject.cnpq.fl_str_mv OUTROS
description 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.
publishDate 2021
dc.date.accessioned.fl_str_mv 2021-10-27T18:31:38Z
dc.date.issued.fl_str_mv 2021-05-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv GRENZEL, Graciele Cristiane Rambo. A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal. 2021. 129 f. Dissertação (Mestrado em Ciências Ambientais) - Universidade Estadual do Oeste do Paraná, Toledo, 2021.
dc.identifier.uri.fl_str_mv http://tede.unioeste.br/handle/tede/5619
identifier_str_mv GRENZEL, Graciele Cristiane Rambo. A intencionalidade pedagógica das práticas educativas ambientais no sistema de ensino formal. 2021. 129 f. Dissertação (Mestrado em Ciências Ambientais) - Universidade Estadual do Oeste do Paraná, Toledo, 2021.
url http://tede.unioeste.br/handle/tede/5619
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dc.publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
Toledo
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Ciências Ambientais
dc.publisher.initials.fl_str_mv UNIOESTE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Centro de Engenharias e Ciências Exatas
publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
Toledo
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