Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8505 |
Resumo: | This research aimed to understand how Environmental Education (EA) has been experienced in the teaching practice of teachers in the field of Biology, during the basic cycle of the initial formation of the Agronomist, analyzing its repercussions on the disciplines at the end of the professional cycle, in addition to expectations of newly admitted students and their conceptions about EA at the beginning, half and end of the Agronomy Course at a public university in the federal education system in Brazil. The analysis of the state of the art indicated that it is a topic that has not been explored yet. This qualitative study was supported by the Content Analysis, proposed by Laurence Bardin, involving 869 registration units obtained from 111 questionnaires applied to students, 14 hours of interviews with teachers, 114 hours of participant observation in classes and documentary research. Having as a central inspiration the concept of EA proposed by Reigota, which should be understood as political education, in the sense that it claims and prepares citizens to demand social justice, national and planetary citizenship, self-management and ethics in social relations and with nature, this study brought reflections on EA in science teaching, as to how it has been introduced and articulated in teaching practice and the curricular structure of undergraduate courses, where biology constitutes an important basis for the training provided.The results obtained reinforced the prevalence of the fragmented, technicist perspective and lacking in a complex vision pointed out by the authors who analyzed agronomy courses from other universities in the country and which already motivated, in some of them, institutional processes of reformulation of the offered courses. The research identified that the few teaching practices with EA in the components of the Biology area of the basic cycle of education were limited to the conservative field, devoid of critical perspective and socio-political reflection. In addition, problems of articulation between teachers and between them and the Course Coordination seemed to hinder the solution of the identified problems, where the reformulation of the Course that has been going on for some years was unknown to most of the teachers interviewed and was not mentioned by any of the students, responses to applied questionnaires, not even in the observed classes. The study also identified that the academic training provided did not seem to increase the expectations of most students who, although it was very positive when they entered, were becoming disillusioned and abandoning the course that has a significant dropout rate. It is expected that the elements brought in this study will contribute to the reflections and strengthening of the dialogue processes within universities and between them and society, with the active participation of students, teachers and managers, supported in the understanding of EA as an instrument of social transformation, considered the historical perspective, criticality, freedom and awareness, central to Freire's knowledge. |
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ARAÚJO, Monica Lopes FolenaARAÚJO, Maria Inêz OliveiraCAMAROTTI, Maria de FátimaOLIVEIRA, Maria Marly deLEÃO, Ana Maria dos Anjos Carneirohttp://lattes.cnpq.br/0965092833350078MOREIRA, Cirdes Nunes2020-10-07T18:56:13Z2020-02-20MOREIRA, Cirdes Nunes. Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo. 2020. 299 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8505This research aimed to understand how Environmental Education (EA) has been experienced in the teaching practice of teachers in the field of Biology, during the basic cycle of the initial formation of the Agronomist, analyzing its repercussions on the disciplines at the end of the professional cycle, in addition to expectations of newly admitted students and their conceptions about EA at the beginning, half and end of the Agronomy Course at a public university in the federal education system in Brazil. The analysis of the state of the art indicated that it is a topic that has not been explored yet. This qualitative study was supported by the Content Analysis, proposed by Laurence Bardin, involving 869 registration units obtained from 111 questionnaires applied to students, 14 hours of interviews with teachers, 114 hours of participant observation in classes and documentary research. Having as a central inspiration the concept of EA proposed by Reigota, which should be understood as political education, in the sense that it claims and prepares citizens to demand social justice, national and planetary citizenship, self-management and ethics in social relations and with nature, this study brought reflections on EA in science teaching, as to how it has been introduced and articulated in teaching practice and the curricular structure of undergraduate courses, where biology constitutes an important basis for the training provided.The results obtained reinforced the prevalence of the fragmented, technicist perspective and lacking in a complex vision pointed out by the authors who analyzed agronomy courses from other universities in the country and which already motivated, in some of them, institutional processes of reformulation of the offered courses. The research identified that the few teaching practices with EA in the components of the Biology area of the basic cycle of education were limited to the conservative field, devoid of critical perspective and socio-political reflection. In addition, problems of articulation between teachers and between them and the Course Coordination seemed to hinder the solution of the identified problems, where the reformulation of the Course that has been going on for some years was unknown to most of the teachers interviewed and was not mentioned by any of the students, responses to applied questionnaires, not even in the observed classes. The study also identified that the academic training provided did not seem to increase the expectations of most students who, although it was very positive when they entered, were becoming disillusioned and abandoning the course that has a significant dropout rate. It is expected that the elements brought in this study will contribute to the reflections and strengthening of the dialogue processes within universities and between them and society, with the active participation of students, teachers and managers, supported in the understanding of EA as an instrument of social transformation, considered the historical perspective, criticality, freedom and awareness, central to Freire's knowledge.Esta pesquisa objetivou compreender como a Educação Ambiental (EA) vem sendo vivenciada na prática docente de professores da área de Biologia, durante o ciclo básico da formação inicial do Engenheiro Agrônomo, analisando suas repercussões sobre as disciplinas do final do ciclo profissionalizante, além das expectativas dos estudantes recém-admitidos e suas concepções sobre EA no início, metade e final do Curso de Agronomia de uma universidade pública do sistema federal de ensino no Brasil. A análise do estado da arte indicou se tratar de um tema ainda pouco explorado. Este estudo de natureza qualitativa se apoiou na Análise de Conteúdo, proposta por Laurence Bardin, envolvendo 869 unidades de registro obtidas a partir de 111 questionários aplicados a estudantes, 14 horas de entrevistas com professores, 114 horas de observação participante em aulas e pesquisa documental. Tendo como inspiração central a concepção de EA proposta por Reigota, que deve ser entendida como educação política, no sentido de que reivindica e prepara os cidadãos para exigir justiça social, cidadania nacional e planetária, autogestão e ética nas relações sociais e com a natureza, este estudo trouxe reflexões sobre a EA no ensino das ciências, quanto à forma de como ela vem sendo introduzida e articulada na prática docente e estrutura curricular dos cursos de graduação, onde a Biologia constitui importante base para a formação proporcionada. Os resultados obtidos reforçaram a prevalência da perspectiva fragmentada, tecnicista e carente de visão complexa apontada pelos autores que analisaram cursos de agronomia de outras universidades do país e que já motivaram, em algumas delas, processos institucionais de reformulação dos cursos ofertados. A pesquisa identificou que as poucas práticas docentes com EA nos componentes da área de Biologia do ciclo básico de formação estavam circunscritas ao campo conservador, destituídas de perspectiva crítica e reflexão sociopolítica. Além disto, problemas de articulação entre professores e destes com a Coordenação do Curso pareciam dificultar a solução dos problemas identificados, onde a reformulação do Curso que tramita há alguns anos era desconhecida da maioria dos professores entrevistados e não foi citada por nenhum dos estudantes, nas respostas aos questionários aplicados, nem mesmo nas aulas observadas. O estudo identificou também que a formação acadêmica proporcionada parecia não vir potencializando as expectativas da maioria dos estudantes que, embora fosse muito positiva ao ingressarem, iam se desiludindo e abandonando o curso que tem significativo índice de evasão. É esperado que os elementos trazidos neste estudo contribuam para as reflexões e fortalecimento dos processos de diálogo no âmbito das universidades e destas com a sociedade, com a participação ativa dos estudantes, professores e gestores, apoiados na compreensão da EA como instrumento de transformação social, considerada a perspectiva histórica, a criticidade, a liberdade e a conscientização, centrais no conhecimento freireano.Submitted by Mario BC (mario@bc.ufrpe.br) on 2020-10-07T18:56:13Z No. of bitstreams: 1 Cirdes Nunes Moreira.pdf: 3047090 bytes, checksum: 41ff7f4494e47324d356ef84a17d7bed (MD5)Made available in DSpace on 2020-10-07T18:56:13Z (GMT). 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dc.title.por.fl_str_mv |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
title |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
spellingShingle |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo MOREIRA, Cirdes Nunes Educação ambiental Professor de biologia Prática docente Engenheiro agrônomo CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
title_full |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
title_fullStr |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
title_full_unstemmed |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
title_sort |
Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo |
author |
MOREIRA, Cirdes Nunes |
author_facet |
MOREIRA, Cirdes Nunes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
ARAÚJO, Monica Lopes Folena |
dc.contributor.referee1.fl_str_mv |
ARAÚJO, Maria Inêz Oliveira |
dc.contributor.referee2.fl_str_mv |
CAMAROTTI, Maria de Fátima |
dc.contributor.referee3.fl_str_mv |
OLIVEIRA, Maria Marly de |
dc.contributor.referee4.fl_str_mv |
LEÃO, Ana Maria dos Anjos Carneiro |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0965092833350078 |
dc.contributor.author.fl_str_mv |
MOREIRA, Cirdes Nunes |
contributor_str_mv |
ARAÚJO, Monica Lopes Folena ARAÚJO, Maria Inêz Oliveira CAMAROTTI, Maria de Fátima OLIVEIRA, Maria Marly de LEÃO, Ana Maria dos Anjos Carneiro |
dc.subject.por.fl_str_mv |
Educação ambiental Professor de biologia Prática docente Engenheiro agrônomo |
topic |
Educação ambiental Professor de biologia Prática docente Engenheiro agrônomo CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed to understand how Environmental Education (EA) has been experienced in the teaching practice of teachers in the field of Biology, during the basic cycle of the initial formation of the Agronomist, analyzing its repercussions on the disciplines at the end of the professional cycle, in addition to expectations of newly admitted students and their conceptions about EA at the beginning, half and end of the Agronomy Course at a public university in the federal education system in Brazil. The analysis of the state of the art indicated that it is a topic that has not been explored yet. This qualitative study was supported by the Content Analysis, proposed by Laurence Bardin, involving 869 registration units obtained from 111 questionnaires applied to students, 14 hours of interviews with teachers, 114 hours of participant observation in classes and documentary research. Having as a central inspiration the concept of EA proposed by Reigota, which should be understood as political education, in the sense that it claims and prepares citizens to demand social justice, national and planetary citizenship, self-management and ethics in social relations and with nature, this study brought reflections on EA in science teaching, as to how it has been introduced and articulated in teaching practice and the curricular structure of undergraduate courses, where biology constitutes an important basis for the training provided.The results obtained reinforced the prevalence of the fragmented, technicist perspective and lacking in a complex vision pointed out by the authors who analyzed agronomy courses from other universities in the country and which already motivated, in some of them, institutional processes of reformulation of the offered courses. The research identified that the few teaching practices with EA in the components of the Biology area of the basic cycle of education were limited to the conservative field, devoid of critical perspective and socio-political reflection. In addition, problems of articulation between teachers and between them and the Course Coordination seemed to hinder the solution of the identified problems, where the reformulation of the Course that has been going on for some years was unknown to most of the teachers interviewed and was not mentioned by any of the students, responses to applied questionnaires, not even in the observed classes. The study also identified that the academic training provided did not seem to increase the expectations of most students who, although it was very positive when they entered, were becoming disillusioned and abandoning the course that has a significant dropout rate. It is expected that the elements brought in this study will contribute to the reflections and strengthening of the dialogue processes within universities and between them and society, with the active participation of students, teachers and managers, supported in the understanding of EA as an instrument of social transformation, considered the historical perspective, criticality, freedom and awareness, central to Freire's knowledge. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-10-07T18:56:13Z |
dc.date.issued.fl_str_mv |
2020-02-20 |
dc.type.status.fl_str_mv |
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dc.identifier.citation.fl_str_mv |
MOREIRA, Cirdes Nunes. Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo. 2020. 299 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8505 |
identifier_str_mv |
MOREIRA, Cirdes Nunes. Educação ambiental na prática docente de professores da área de biologia durante o ciclo básico de formação do engenheiro agrônomo. 2020. 299 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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