O processo educativo ambiental em escolas públicas de São Paulo e Paraná: a questão das matas nativas como referência
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Data
2023-02-08
Autores
Silva, Izabela Lourenço
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Universidade Estadual Paulista (Unesp)
Resumo
A atuação dos seres humanos na natureza remonta aos primórdios da vida social, contudo, suas ações foram reformuladas devido ao modo de produção da vida na sociedade sendo ele , capitalista. Assim, ao longo do desenvolvimento dessa forma de organização social, tivemos a utilização dos bens naturais em benefício das necessidades humanas e, com isso, o processo de desmatamento nos estados brasileiros foi sendo intensificado, como uma das formas de garantir a manutenção do próprio sistema produtivo. Dessa forma, esta pesquisa buscou compreender se a temática das Matas Nativas, é trabalhada na educação básica em escolas públicas pelos professores e professoras dos estados de São Paulo e Paraná dos municípios de Ourinhos-SP e Jacarezinho-PR. A coleta de dados realizou-se através de aplicação de questionário com os professores e professoras e foi intensificada , com base em documentos, políticas públicas e produções científicas que nos deu elementos para compreensão da realidade concreta, permitindo-nos discorrer sobre como esta temática se insere como objeto de reflexão e análise da Educação Ambiental Crítica (EA) e também sobre a importância da instrumentalização desses professores e professores sobre as Matas nativas assumidas no contexto escolar. Para tanto, consideramos os fundamentos do Materialismo Histórico-Dialético da Pedagogia Histórico-Crítica e da Educação Ambiental Crítica. Esta EA crítica é entendida como um processo educativo que permite, aos indivíduos, atuarem na realidade compreendendo a crise socioambiental e buscando estabelecer outra relação entre natureza e sociedade. Portanto, a inserção da temática das Matas Nativas pode contribuir com a formação dos estudantes para que compreendam esses ambientes como essenciais para manutenção da vida e que impactam diretamente nas diferentes formas de vida, inclusive dos seres humanos. Diante do exposto, foi verificado por nós que há muitas fragilidades no desenvolvimento e inserção da Educação Ambiental nos ambientes escolares, principalmente no que se refere à temática das Matas Nativas, se atrelando principalmente à formação inicial e continuada desses profissionais pois muitos não tiveram contato com a EA. Além disso, verificamos fragilidades no que diz respeito a confusão desses professores e professoras quanto ao instrumento pedagógico e uma fundamentação teórico-pedagógica.
The action of human beings in nature brings to mind the beginnings of social life, however, their actions were reformulated due to the way of production of life in society, which is capitalist. This way, throughout the development of this form of social organization, we have used natural resources in benefit of human necessities and, thereby, the process of deforestation in Brazilian states has intensified, as one of the ways of guaranteeing the maintenance of its own productive system. Therefore, the present dissertation sought to comprehend if the theme of native forests is taught in basic education in public schools by teachers in the states of São Paulo and Paraná, in the cities of Ourinhos-SP and Jacarezinho-PR. Data collection was carried out through the application of a questionnaire with the teachers and was intensified, public policies and scientific productions, what has given us elements to the comprehension of concrete reality, allowing us to discuss about how this thematic is inserted as object of reflection and analysis of the critical Environmental Education (Educação Ambiental – EA) and also about the importance of the instrumentalization of these teachers about native forests in school context. For this purpose, we are supported by the Dialectical Historical Materialism, the Critical Historical Pedagogy, and by the Critical Environmental Education. This critical EA is understood as an educational process which allows people to act in reality comprehending the social environmental crisis and seeking to establish a different relationship between nature and society. Therefore, the insertion of the Native Forests theme can contribute to the development of students so that they see these environments as essential to the maintenance of life and that they impact directly in the different forms of life, including of human beings. That being said, it was confirmed by us that there are many weaknesses in the development focused on the insertion of Environmental Education, especially about Native Forests, connecting especially to the initial and continued formation of these professionals given that many of them haven’t had contact with the EA. Furthermore, we confirmed fragilities regarding the confusion of these teachers related to the pedagogical instrument and a teorical pedagogical foundation
The action of human beings in nature brings to mind the beginnings of social life, however, their actions were reformulated due to the way of production of life in society, which is capitalist. This way, throughout the development of this form of social organization, we have used natural resources in benefit of human necessities and, thereby, the process of deforestation in Brazilian states has intensified, as one of the ways of guaranteeing the maintenance of its own productive system. Therefore, the present dissertation sought to comprehend if the theme of native forests is taught in basic education in public schools by teachers in the states of São Paulo and Paraná, in the cities of Ourinhos-SP and Jacarezinho-PR. Data collection was carried out through the application of a questionnaire with the teachers and was intensified, public policies and scientific productions, what has given us elements to the comprehension of concrete reality, allowing us to discuss about how this thematic is inserted as object of reflection and analysis of the critical Environmental Education (Educação Ambiental – EA) and also about the importance of the instrumentalization of these teachers about native forests in school context. For this purpose, we are supported by the Dialectical Historical Materialism, the Critical Historical Pedagogy, and by the Critical Environmental Education. This critical EA is understood as an educational process which allows people to act in reality comprehending the social environmental crisis and seeking to establish a different relationship between nature and society. Therefore, the insertion of the Native Forests theme can contribute to the development of students so that they see these environments as essential to the maintenance of life and that they impact directly in the different forms of life, including of human beings. That being said, it was confirmed by us that there are many weaknesses in the development focused on the insertion of Environmental Education, especially about Native Forests, connecting especially to the initial and continued formation of these professionals given that many of them haven’t had contact with the EA. Furthermore, we confirmed fragilities regarding the confusion of these teachers related to the pedagogical instrument and a teorical pedagogical foundation
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Palavras-chave
Materialismo Histórico-Dialético; Educação Escolar; Educação Ambiental Crítica; Pedagogia Histórico-Crítica., Materialismo Histórico-Dialético, Educação escolar, Educação ambiental crítica, Pedagogia Histórico-Crítica, Historical-Dialectic Materialism, School education, Critical environmental education, Critical Historical Pedagogy