Socioenvironmental educommunicative pieces: experience of a continious educational process in environmental education

• Autor(a) principal: Moser, Anderson de Souza
• Data de Publicação: 2020
• Outros Autores: Moreira, Ana Lúcia Olivo Rosas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/11624
• topic: Educação - Ensino e Aprendizagem; Ensino crítico; Qualificação docente; Temáticas ambientais.; Critical teaching; Environmental themes;Teacher qualification

This article explores the experience of creating educational and communicative pieces to address socioenvironmental issues in the school context. This piece of work points out partial results of a master's dissertation from the Graduate Program in Education of Science and Mathematics at the University of Maringá (PCM-UEM). This is a qualitative research that adopted audio recordings and interviews as tools for data collection during a process of continuing education in Environmental Education (EE) and Educommunication. The analysis of the results were based on the principles of content analysis proposed by Bardin. Different potentialities of the creation process of the pieces were observed, such as the expansion of conceptions of environment, critical analysis of news, school-community approach, among others, according to the critical principles of EE. It has been noted that socioenvironmental educommunication made it possible for research contributions to extend to teaching by favoring scientific literacy, meaningful learning and working with information and communication technologies. Some difficulties were pointed out for the creation of the pieces, such as theoretical deepening and contextualization, lack of interest of some students, traditional teaching and scarcity of materials in the school, which are pertinent and show weaknesses in the strategies. However, they overcome by the potentialities raised and can be mitigated throughout the professional development of each teacher. The analysis of the creation of educommunicative pieces allows us to infer that socioenvironmental educommunication serves as a tool capable of contributing to the insertion of Critical EE in the school space, as well as overcoming traditional teaching.