A educação ambiental desenvolvida nas escolas de educação infantil do município de Rio Claro - SP
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Data
2019-07-26
Autores
Santos, Elisângela Soares Siqueira Dos
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Universidade Estadual Paulista (Unesp)
Resumo
A Educação Ambiental (EA) na Educação Infantil (EI) constitui o cerne desta pesquisa e busca contribuir com a carência de pesquisas nessa temática. Centrada em um estudo diagnóstico da inserção da EA na EI no município de Rio Claro, este estudo, de metodologia qualitativa, utilizou como instrumentos para coleta de dados, questionários, análise do documento “Programa Contínuo de EA na Rede Municipal de Ensino de Rio Claro” (PEARC) e entrevistas semiestruturadas com professores que atendem alunos nessa faixa etária. Apresentou como objetivos norteadores analisar o trabalho com a Educação Ambiental desenvolvida na Educação Infantil do município de Rio Claro (SP); Identificar a(s) concepção(ões) de Educação Ambiental que orientam a EA no município; Caracterizar as práticas desenvolvidas, os resultados efetivos e as dificuldades mais frequentes narradas pelos professores quando desenvolvem práticas de EA; Identificar o tipo de relação com a coordenadoria de Educação Ambiental e a influência da mesma nas práticas dos professores. Como fundamento teórico buscou os estudos da teoria histórico-cultural e os que envolvem a EA crítica. Com base nas respostas dos professores, concluímos que a Coordenadoria de Educação Ambiental (CEA) poderia se apresentar com mais efetividade nas formações dos mesmos, uma vez que apresenta, na justificativa do PEARC, elementos ricos na perspectiva socioambiental. Constatamos que muitas das concepções dos docentes que participaram da pesquisa provém de uma EA conservadora e pragmática, predominando ações de reutilização de materiais recicláveis, mas também identificamos práticas que caminham na direção de uma educação ambiental crítica, o que nos permite ponderar que há aproximações e intersecções entre a EA e EI, apresentando sinais de entrelaçamento com a perspectiva crítica em suas dimensões éticas, políticas e estéticas. No que se refere a essa pesquisa, esses entrelaçamentos foram percebidos nas respostas dos professores entrevistados.
Environmental Education (EA) in Early Childhood Education (EI) is at the heart of this research and seeks to contribute to the lack of research on this topic. Focused on a diagnostic study of the insertion of AE in IE in the city of Rio Claro, this study, of qualitative methodology, used as instruments for data collection, questionnaires, analysis of the document “Continuous AE Program in the Municipal Education Network of Rio Claro ”(PEARC) and semi-structured interviews with teachers who serve students in this age group. The guiding objectives were to analyze the work with Environmental Education developed in Early Childhood Education in the city of Rio Claro (SP); Identify the concept (s) of Environmental Education that guide EE in the municipality; Characterize the practices developed, the effective results and the most frequent difficulties narrated by the teachers when they develop EE practices; Identify the type of relationship with the Environmental Education coordinator and its influence on teachers' practices. As a theoretical foundation he sought the studies of historical-cultural theory and those involving critical EA. Based on the responses of the teachers, we concluded that the Environmental Education Coordination (CEA) could present itself more effectively in their training, since it presents, in PEARC's justification, rich elements in the socio-environmental perspective. We found that many of the conceptions of the professors who participated in the research come from a conservative and pragmatic EE, predominantly actions for the reuse of recyclable materials, but we also identified practices that move towards critical environmental education, which allows us to consider that there are approximations and intersections between EA and EI, showing signs of intertwining with the critical perspective in their ethical, political and aesthetic dimensions. With regard to this research, this interlaces were noticed in the responses of the interviewed teachers.
Environmental Education (EA) in Early Childhood Education (EI) is at the heart of this research and seeks to contribute to the lack of research on this topic. Focused on a diagnostic study of the insertion of AE in IE in the city of Rio Claro, this study, of qualitative methodology, used as instruments for data collection, questionnaires, analysis of the document “Continuous AE Program in the Municipal Education Network of Rio Claro ”(PEARC) and semi-structured interviews with teachers who serve students in this age group. The guiding objectives were to analyze the work with Environmental Education developed in Early Childhood Education in the city of Rio Claro (SP); Identify the concept (s) of Environmental Education that guide EE in the municipality; Characterize the practices developed, the effective results and the most frequent difficulties narrated by the teachers when they develop EE practices; Identify the type of relationship with the Environmental Education coordinator and its influence on teachers' practices. As a theoretical foundation he sought the studies of historical-cultural theory and those involving critical EA. Based on the responses of the teachers, we concluded that the Environmental Education Coordination (CEA) could present itself more effectively in their training, since it presents, in PEARC's justification, rich elements in the socio-environmental perspective. We found that many of the conceptions of the professors who participated in the research come from a conservative and pragmatic EE, predominantly actions for the reuse of recyclable materials, but we also identified practices that move towards critical environmental education, which allows us to consider that there are approximations and intersections between EA and EI, showing signs of intertwining with the critical perspective in their ethical, political and aesthetic dimensions. With regard to this research, this interlaces were noticed in the responses of the interviewed teachers.
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Palavras-chave
Educação infantil, Educação ambiental, Práticas pedagógicas, Environmental education, Early childhood education, Pedagogical practices