Educação ambiental e suas representações no cotidiano da escola
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br:8080/tede/handle/tede/1195 |
Resumo: | This text is the result of a research conducted on the theme Environmental Education in the formal context. We discuss in it concepts of nature, environment and education, discoursing on some categories, through the historical-critical approach. We articulate a dialogue between official documents and the research subjects, considering the language used by teachers, coordinators and students, in their representations of Environmental Education, which are linked to their daily practices. Before all the legal safeguards (legislation, documents) that guide and ensure the development of environmental education in educational institutions, we studied the environmental education, specifically in elementary school (8th grade) in the Southwest region of Paraná, in the headquarter municipalities of the Regional Boards of Education: Francisco Beltrão, Dois Vizinhos and Pato Branco, in 2010, analyzing the objectives of formal Environmental Education, through the speech of the subjects that make up the school. We began this dissertation with a historic walk through the Renaissance - Centuries: fourteenth and fifteenth, placed in Europe - until the rise of modern science, understanding how nature was conceived and represented in this period. The art and writings of this time influenced the scientific observation and experimentation, and, directly, the representation of nature. In the field of education, echoed the Cartesian model of science, expressed directly in the pedagogical thinking of Comenius. This historical and epistemological recovery aims to understand the historical remnants of that period - including the fragmentation of science - and its close ties with the issues that permeate the formal Environmental Education. We chart the paths of Environmental Education, since its establishment until today, showing the important chronological milestones for affirmation of this educational field. We focus on the environmental movement, as well as the categories in which it settle its thoughts and criticisms. Introducing the meanings attributed by the research subjects for Environmental Education, from their enunciations, especially guided in discourse theory, proposed by Mikhail Bakhtin. We followed a dialogue between the official documents, presenting aspects related to National Curriculum Parameters, their creation, use and the constituted proposal from the Transversality. We stress the Basic Education Curriculum Guidelines of the State of Paraná, with emphasis on the Diversity Themed Books, and its notes for Environmental Education. We treat aspects of content and methodologies for Environmental Education, the prospects for learning in this field, based on theoretical concepts of Lev Semenovitch Vygotsky. We show how Environmental Education is valued by teachers, coordinators and students, pointing the wholesome aspects, diagnosing and highlighting the limits and possibilities of its implementation at the schools of the studied region. Among the main limits of Environmental Education, is its presentation and inclusion in the curriculum, who should work, how and when to work, also is the doubt whether or not environmental education shall be a discipline of the school curriculum. The research showed that the Environmental Education, held at the school, has not socio-cultural articulation, it has not been a vector of social change, it has contributed little to this, the way it presents itself and it happens at school |
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Francischett, Mafalda Nesihttp://lattes.cnpq.br/8041231173562955Bauab, Fabricio Pedrosohttp://lattes.cnpq.br/3624679018962713Almeida, Benedita dehttp://lattes.cnpq.br/6798043160724034Leme, Rosana Cristina Biralhttp://lattes.cnpq.br/7045318168309807Santos, Wanda Terezinha Pacheco doshttp://lattes.cnpq.br/8338007645962270http://lattes.cnpq.br/7471206132114308Pires, Mateus Marchesan2017-07-10T17:31:11Z2011-07-122011-04-07PIRES, Mateus Marchesan. Educação ambiental e suas representações no cotidiano da escola. 2011. 206 f. Dissertação (Mestrado Geografia) - Universidade Estadual do Oeste do Parana, Francisco Beltrão, 2011.http://tede.unioeste.br:8080/tede/handle/tede/1195This text is the result of a research conducted on the theme Environmental Education in the formal context. We discuss in it concepts of nature, environment and education, discoursing on some categories, through the historical-critical approach. We articulate a dialogue between official documents and the research subjects, considering the language used by teachers, coordinators and students, in their representations of Environmental Education, which are linked to their daily practices. Before all the legal safeguards (legislation, documents) that guide and ensure the development of environmental education in educational institutions, we studied the environmental education, specifically in elementary school (8th grade) in the Southwest region of Paraná, in the headquarter municipalities of the Regional Boards of Education: Francisco Beltrão, Dois Vizinhos and Pato Branco, in 2010, analyzing the objectives of formal Environmental Education, through the speech of the subjects that make up the school. We began this dissertation with a historic walk through the Renaissance - Centuries: fourteenth and fifteenth, placed in Europe - until the rise of modern science, understanding how nature was conceived and represented in this period. The art and writings of this time influenced the scientific observation and experimentation, and, directly, the representation of nature. In the field of education, echoed the Cartesian model of science, expressed directly in the pedagogical thinking of Comenius. This historical and epistemological recovery aims to understand the historical remnants of that period - including the fragmentation of science - and its close ties with the issues that permeate the formal Environmental Education. We chart the paths of Environmental Education, since its establishment until today, showing the important chronological milestones for affirmation of this educational field. We focus on the environmental movement, as well as the categories in which it settle its thoughts and criticisms. Introducing the meanings attributed by the research subjects for Environmental Education, from their enunciations, especially guided in discourse theory, proposed by Mikhail Bakhtin. We followed a dialogue between the official documents, presenting aspects related to National Curriculum Parameters, their creation, use and the constituted proposal from the Transversality. We stress the Basic Education Curriculum Guidelines of the State of Paraná, with emphasis on the Diversity Themed Books, and its notes for Environmental Education. We treat aspects of content and methodologies for Environmental Education, the prospects for learning in this field, based on theoretical concepts of Lev Semenovitch Vygotsky. We show how Environmental Education is valued by teachers, coordinators and students, pointing the wholesome aspects, diagnosing and highlighting the limits and possibilities of its implementation at the schools of the studied region. Among the main limits of Environmental Education, is its presentation and inclusion in the curriculum, who should work, how and when to work, also is the doubt whether or not environmental education shall be a discipline of the school curriculum. The research showed that the Environmental Education, held at the school, has not socio-cultural articulation, it has not been a vector of social change, it has contributed little to this, the way it presents itself and it happens at schoolEste texto é resultado de uma pesquisa realizada sobre a temática Educação Ambiental no âmbito formal. Discutimos nele conceitos de natureza, meio ambiente e de educação, discorrendo sobre algumas categorias, por meio da abordagem histórico-crítica. Articulamos um diálogo entre os documentos oficiais e os sujeitos da pesquisa, considerando a linguagem utilizada pelos professores, coordenadores e alunos, nas suas representações sobre Educação Ambiental, que estão vinculadas às suas práticas cotidianas. Diante de todas as garantias legais (leis, documentos) que norteiam e asseguram o desenvolvimento da Educação Ambiental nas instituições de ensino, estudamos a Educação Ambiental, especificamente no Ensino Fundamental (8ª série) na região Sudoeste do Paraná, nos municípios sedes dos Núcleos Regionais de Educação: Francisco Beltrão, Dois Vizinhos e Pato Branco, no ano de 2010, analisando os objetivos da Educação Ambiental formal, através do discurso dos sujeitos que compõem a instituição escolar. Iniciamos a dissertação com uma caminhada histórica pelo Renascimento Séculos: XIV e XV, ocorrido na Europa até o surgimento da Ciência Moderna, compreendendo como a natureza foi pensada e representada nesse período. A arte e os escritos da época influenciaram na observação e experimentação científica, e diretamente nas representações da natureza. No campo da educação, repercutiu o modelo científico cartesiano, expresso diretamente no pensamento pedagógico de Comenius. Essa retomada histórica e epistemológica busca compreender os resquícios desse período histórico entre eles a fragmentação das ciências e os seus estreitos vínculos com as questões que perpassam a Educação Ambiental formal. Cartografamos os percursos da Educação Ambiental, desde sua constituição até os dias atuais, apresentando marcos cronológicos importantes para afirmação desse campo educativo. Enfocamos o movimento ambientalista, bem como as categorias nas quais se assentam suas reflexões e críticas. Apresentamos os sentidos atribuídos pelos sujeitos da pesquisa para a Educação Ambiental, a partir de seus enunciados, pautados especialmente na teoria do discurso, proposta por Mikhail Bakhtin. Traçamos um diálogo entre os documentos oficiais, apresentando aspectos relativos aos Parâmetros Curriculares Nacionais, sua criação, utilização e a proposta constituída a partir da Transversalidade. Destacamos as Diretrizes Curriculares de Educação Básica do Estado do Paraná, com ênfase para os Cadernos Temáticos da Diversidade, e seus apontamentos para a Educação Ambiental. Tratamos aspectos dos conteúdos e metodologias referentes à Educação Ambiental, as perspectivas de aprendizado neste campo, com base nas concepções teóricas de Lev Semenovitch Vygotsky. Mostramos como a Educação Ambiental é avaliada, pelos professores, coordenadores e alunos, apontando aspectos salutares, diagnosticando e destacando os limites e as possibilidades da realização desta nas escolas da região estudada. Entre os principais limites da Educação Ambiental, está a sua forma de apresentação e inserção no currículo, quem deve trabalhar, como trabalhar e quando, também encontra-se a dúvida se a Educação Ambiental deve ou não ser uma disciplina do currículo escolar. A pesquisa mostrou que a Educação Ambiental, realizada na escola, não tem uma articulação sociocultural, ela não tem sido um vetor das mudanças sociais, ela pouco tem contribuído para isso, na forma como se apresenta e acontece na escolaMade available in DSpace on 2017-07-10T17:31:11Z (GMT). No. of bitstreams: 1 Parte I.pdf: 362728 bytes, checksum: e0afed12fd2c74729f6b39c28c56c290 (MD5) Previous issue date: 2011-04-07Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfpor-5356284425524309716500Universidade Estadual do Oeste do ParanaFrancisco BeltrãoPrograma de Pós-Graduação em GeografiaUNIOESTEBRCentro de Ciências HumanasEducação ambiental formal críticaDiscursosMetodologiasConteúdosFormal critical environmental educationDiscoursesMethodologiesContentCIENCIAS HUMANAS:GEOGRAFIAEducação ambiental e suas representações no cotidiano da escolainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALParte I.pdfapplication/pdf362728http://tede.unioeste.br:8080/tede/bitstream/tede/1195/1/Parte+I.pdfe0afed12fd2c74729f6b39c28c56c290MD51Parte II.pdfParte II.pdfapplication/pdf6359482http://tede.unioeste.br:8080/tede/bitstream/tede/1195/2/Parte+II.pdf4f7c6cda49f7979640c693370793c565MD52Parte III.pdfParte III.pdfapplication/pdf266686http://tede.unioeste.br:8080/tede/bitstream/tede/1195/3/Parte+III.pdf579ed4872d4279dbb2d5196474eb1dbfMD53tede/11952017-10-26 15:43:42.887oai:tede.unioeste.br:tede/1195Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2017-10-26T17:43:42Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
Educação ambiental e suas representações no cotidiano da escola |
title |
Educação ambiental e suas representações no cotidiano da escola |
spellingShingle |
Educação ambiental e suas representações no cotidiano da escola Pires, Mateus Marchesan Educação ambiental formal crítica Discursos Metodologias Conteúdos Formal critical environmental education Discourses Methodologies Content CIENCIAS HUMANAS:GEOGRAFIA |
title_short |
Educação ambiental e suas representações no cotidiano da escola |
title_full |
Educação ambiental e suas representações no cotidiano da escola |
title_fullStr |
Educação ambiental e suas representações no cotidiano da escola |
title_full_unstemmed |
Educação ambiental e suas representações no cotidiano da escola |
title_sort |
Educação ambiental e suas representações no cotidiano da escola |
author |
Pires, Mateus Marchesan |
author_facet |
Pires, Mateus Marchesan |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Francischett, Mafalda Nesi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8041231173562955 |
dc.contributor.referee1.fl_str_mv |
Bauab, Fabricio Pedroso |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3624679018962713 |
dc.contributor.referee2.fl_str_mv |
Almeida, Benedita de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6798043160724034 |
dc.contributor.referee3.fl_str_mv |
Leme, Rosana Cristina Biral |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7045318168309807 |
dc.contributor.referee4.fl_str_mv |
Santos, Wanda Terezinha Pacheco dos |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8338007645962270 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7471206132114308 |
dc.contributor.author.fl_str_mv |
Pires, Mateus Marchesan |
contributor_str_mv |
Francischett, Mafalda Nesi Bauab, Fabricio Pedroso Almeida, Benedita de Leme, Rosana Cristina Biral Santos, Wanda Terezinha Pacheco dos |
dc.subject.por.fl_str_mv |
Educação ambiental formal crítica Discursos Metodologias Conteúdos |
topic |
Educação ambiental formal crítica Discursos Metodologias Conteúdos Formal critical environmental education Discourses Methodologies Content CIENCIAS HUMANAS:GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Formal critical environmental education Discourses Methodologies Content |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS:GEOGRAFIA |
description |
This text is the result of a research conducted on the theme Environmental Education in the formal context. We discuss in it concepts of nature, environment and education, discoursing on some categories, through the historical-critical approach. We articulate a dialogue between official documents and the research subjects, considering the language used by teachers, coordinators and students, in their representations of Environmental Education, which are linked to their daily practices. Before all the legal safeguards (legislation, documents) that guide and ensure the development of environmental education in educational institutions, we studied the environmental education, specifically in elementary school (8th grade) in the Southwest region of Paraná, in the headquarter municipalities of the Regional Boards of Education: Francisco Beltrão, Dois Vizinhos and Pato Branco, in 2010, analyzing the objectives of formal Environmental Education, through the speech of the subjects that make up the school. We began this dissertation with a historic walk through the Renaissance - Centuries: fourteenth and fifteenth, placed in Europe - until the rise of modern science, understanding how nature was conceived and represented in this period. The art and writings of this time influenced the scientific observation and experimentation, and, directly, the representation of nature. In the field of education, echoed the Cartesian model of science, expressed directly in the pedagogical thinking of Comenius. This historical and epistemological recovery aims to understand the historical remnants of that period - including the fragmentation of science - and its close ties with the issues that permeate the formal Environmental Education. We chart the paths of Environmental Education, since its establishment until today, showing the important chronological milestones for affirmation of this educational field. We focus on the environmental movement, as well as the categories in which it settle its thoughts and criticisms. Introducing the meanings attributed by the research subjects for Environmental Education, from their enunciations, especially guided in discourse theory, proposed by Mikhail Bakhtin. We followed a dialogue between the official documents, presenting aspects related to National Curriculum Parameters, their creation, use and the constituted proposal from the Transversality. We stress the Basic Education Curriculum Guidelines of the State of Paraná, with emphasis on the Diversity Themed Books, and its notes for Environmental Education. We treat aspects of content and methodologies for Environmental Education, the prospects for learning in this field, based on theoretical concepts of Lev Semenovitch Vygotsky. We show how Environmental Education is valued by teachers, coordinators and students, pointing the wholesome aspects, diagnosing and highlighting the limits and possibilities of its implementation at the schools of the studied region. Among the main limits of Environmental Education, is its presentation and inclusion in the curriculum, who should work, how and when to work, also is the doubt whether or not environmental education shall be a discipline of the school curriculum. The research showed that the Environmental Education, held at the school, has not socio-cultural articulation, it has not been a vector of social change, it has contributed little to this, the way it presents itself and it happens at school |
publishDate |
2011 |
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2011-07-12 |
dc.date.issued.fl_str_mv |
2011-04-07 |
dc.date.accessioned.fl_str_mv |
2017-07-10T17:31:11Z |
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PIRES, Mateus Marchesan. Educação ambiental e suas representações no cotidiano da escola. 2011. 206 f. Dissertação (Mestrado Geografia) - Universidade Estadual do Oeste do Parana, Francisco Beltrão, 2011. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br:8080/tede/handle/tede/1195 |
identifier_str_mv |
PIRES, Mateus Marchesan. Educação ambiental e suas representações no cotidiano da escola. 2011. 206 f. Dissertação (Mestrado Geografia) - Universidade Estadual do Oeste do Parana, Francisco Beltrão, 2011. |
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http://tede.unioeste.br:8080/tede/handle/tede/1195 |
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Universidade Estadual do Oeste do Parana Francisco Beltrão |
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Programa de Pós-Graduação em Geografia |
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UNIOESTE |
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BR |
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Centro de Ciências Humanas |
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Universidade Estadual do Oeste do Parana Francisco Beltrão |
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