Educação ambiental crítica e saneamento básico: uma análise sobre o entendimento docente na escola pública
Carregando...
Data
2023-02-07
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa surgiu a partir da reflexão da pesquisadora se o ensino das escolas públicas têm proporcionado aos estudantes os conhecimentos produzidos historicamente reflitam de forma crítica sobre o ambiente como categoria social. Desta maneira, para a realização desse trabalho o objetivo geral estabelecido foi de compreender qual o entendimento de docentes de uma escola pública sobre a temática de Educação Ambiental e Saneamento Básico. Para isso, os objetivos específicos traçados de modo a atender o objetivo geral foram: analisar o que os docentes entendem por Saneamento Básico e Educação Ambiental por meio de entrevistas com 15 professoras e 5 professores que aceitaram participar, atuantes na escola pública do município de Manduri-SP; buscar elementos que apontem as fragilidades no entendimento de docentes sobre a temática e como isso compromete o processo educativo de estudantes sobre a apropriação dos conhecimentos produzidos historicamente pela espécie humana. Com isso, os fundamentos teóricosmetodológicos foram: o Materialismo Histórico-Dialético, sendo este o método que permite a análise, reflexão e interpretação da realidade e assim contribui para com a discussão dos dados coletados para o presente trabalho, também utilizamos a Pedagogia Histórico-Crítica como a teoria pedagógica que respalda o processo de ensino que defendemos para as escolas públicas e a Educação Ambiental Crítica enquanto processo educativo que tematiza o ambiente e discute quais são os principais responsáveis pela crise socioambiental contemporânea. Por fim, por meio de da análise dos dados, pudemos encontrar elementos para categorizar as falas dos docentes sobre o que é Educação Ambiental, chegando em seis categorias, sendo elas: conscientização, preservação, sustentabilidade, prevenção, sensibilização e metodológica; e onze categorias sobre o que entendem sobre saneamento básico: abastecimento de água potável, coleta de esgoto, coleta e tratamento de esgoto, manejo de resíduos sólidos, políticas públicas, saúde, infraestrutura, sustentabilidade, preservação, prevenção e não sabem; além disso, os dados mostram que o entendimento dos docentes é fragmentado e se pauta em ideias hegemônicas, tais como a culpabilização individual que incentiva a manutenção da exploração no capitalismo com ações de economia de água, reciclagem, sustentabilidade e dentre outras e, portanto, prejudica a instrumentalização dos estudantes das escolas públicas para que entendam a essência dos fenômenos que ocasionam a crise socioambiental e busquem superá-la.
This research arose from the reflection of the researcher if the teaching of public schools have provided students with historically produced knowledge to reflect critically on the environment as a social category. Thus, to carry out this work, the general objective was to understand what the understanding of teachers of a public school on the themes of Environmental Education and Basic Sanitation. For this, the specific objectives outlined in order to meet the general objective were: analyze what teachers understand by Basic Sanitation and Environmental Education through interviews with 20 teachers who agreed to participate, working in public schools in the city of Manduri (State of São Paulo); seek elements that point to weaknesses in the understanding of teachers on the subject and how this compromises the educational process of students on the appropriation of knowledge historically produced by the human species. With this, the theoretical-methodological foundations were: the Historical-Dialectical Materialism, being this the method that allows the analysis, reflection and interpretation of reality and thus contributes to the discussion of the data collected for this work, we also used the Critical-Historical Pedagogy as the pedagogical theory that supports the teaching process that we advocate for public schools and the Critical Environmental Education as an educational process that deals with the environment and discusses who are the main responsible for the contemporary socio-environmental crisis. Finally, through data analysis, we could find elements to categorize the teachers' speeches about what Environmental Education is, arriving at six categories, namely: awareness, preservation, sustainability, prevention, sensitization, and methodological; and eleven categories about what they understand about basic sanitation: drinking water supply, sewage collection, sewage collection and treatment, solid waste management, public policies, health, infrastructure, sustainability, preservation, prevention, and don't know; Furthermore, the data show that the teachers' understanding is fragmented and based on hegemonic ideas, such as individual guilt that encourages the maintenance of exploitation in capitalism with actions to save water, recycling, sustainability, among others, and therefore undermines the instrumentalization of public school students to understand the essence of the phenomena that cause the socio-environmental crisis and seek to overcome it.
This research arose from the reflection of the researcher if the teaching of public schools have provided students with historically produced knowledge to reflect critically on the environment as a social category. Thus, to carry out this work, the general objective was to understand what the understanding of teachers of a public school on the themes of Environmental Education and Basic Sanitation. For this, the specific objectives outlined in order to meet the general objective were: analyze what teachers understand by Basic Sanitation and Environmental Education through interviews with 20 teachers who agreed to participate, working in public schools in the city of Manduri (State of São Paulo); seek elements that point to weaknesses in the understanding of teachers on the subject and how this compromises the educational process of students on the appropriation of knowledge historically produced by the human species. With this, the theoretical-methodological foundations were: the Historical-Dialectical Materialism, being this the method that allows the analysis, reflection and interpretation of reality and thus contributes to the discussion of the data collected for this work, we also used the Critical-Historical Pedagogy as the pedagogical theory that supports the teaching process that we advocate for public schools and the Critical Environmental Education as an educational process that deals with the environment and discusses who are the main responsible for the contemporary socio-environmental crisis. Finally, through data analysis, we could find elements to categorize the teachers' speeches about what Environmental Education is, arriving at six categories, namely: awareness, preservation, sustainability, prevention, sensitization, and methodological; and eleven categories about what they understand about basic sanitation: drinking water supply, sewage collection, sewage collection and treatment, solid waste management, public policies, health, infrastructure, sustainability, preservation, prevention, and don't know; Furthermore, the data show that the teachers' understanding is fragmented and based on hegemonic ideas, such as individual guilt that encourages the maintenance of exploitation in capitalism with actions to save water, recycling, sustainability, among others, and therefore undermines the instrumentalization of public school students to understand the essence of the phenomena that cause the socio-environmental crisis and seek to overcome it.
Descrição
Palavras-chave
Materialismo Histórico-Dialético, Pedagogia Histórico-Crítica, Processo educativo ambiental, Educação Básica, Ensino de Ciências, Historical-Dialectical Materialism, Critical-Historical Pedagogy, Environmental Education Process, Basic Education, Science Teaching