Educação ambiental e temas controversos: os conflitos socioambientais no contexto de um processo de formação continuada
Carregando...
Data
2005-08-24
Autores
Nicolai-Hernández, Vagner Aparecido de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Uma breve revisão dos determinantes históricos na temática ambiental e, mais especificamente, da educação ambiental, revelam que a incorporação da educação ambiental aos nossos currículos não foi exatamente democrática. Neste contexto, a construção de concepções limitadas tanto pela escola quanto pelos meios de comunicação, conforme apontado em diversas pesquisas, se repete nas práticas de educação ambiental, contribuindo com a opção histórica de se escamotear as controvérsias que existem nas diversas áreas do conhecimento humano. Porém, alguns setores da própria mídia, embora não enfaticamente, e as dinâmicas socioeconômicas, políticas e pessoais atuais levam a uma explicitação dos determinantes dos conflitos socioambientais. De acordo com esta dinâmica contemporânea que inclui também uma realocação das instituições como a escola pública, ganham importância iniciativas de desenvolvimento pessoal e profissional como esta formação continuada atrelada a nossa pesquisa. Esta foi um esforço em, se propondo uma experiência de formação continuada, em serviço, no local de trabalho, para professores do ensino básico de uma escola estadual, analisarmos que possibilidades surgiriam para a introdução de um tema controverso, os conflitos socioambientais, na prática pedagógica. Projeto realizado em cinco encontros planejados e um contato estreito de dois anos letivos, com um grupo inicial de dez professores que revelaram através de documentos escritos e falas em respostas a exercícios propostos e discussões, como reconheceram os conflitos socioambientais propostos como conteúdos para suas práticas pedagógicas. Fui autor da intervenção junto aos professores que eram meus colegas de trabalho na mesma escola. Minhas questões foram: Qual o significado da incorporação de conflitos socioambientais nas práticas pedagógicas dos professores de educação...
A brief review over historical determinants in environmental subjects and, more specifically, in environmental education, reveals that inclusion of environmental education into our curriculi has not been exactly democratic. In this context, the construction of limited conceptions by the school as well as by communication means, as like pointed in several assays, repeats in environmental education practices, contributing with the historical option for hiding the controversials that exist in the diverse human knowledge areas. However, the media itself, although not emphatically, and the nowadays social, economical, political and personal dinamics lead to an explicitation of determinants of social-environmental conflicts. According to this contemporary dinamics which also includes a realocation of institutions as the public school, initiatives for personal and professional development as this continued formation attached to our research gain importance. This has been an effort for, by proposing an experience of continued formation, in service, in the work place, to teachers from a basic level state school, analysing what possibilities would rise to the introduction of a controversial issues (theme), the social-environmental conflicts, in pedagogical practice. A project realised in five planned meetings and a strict contact of two lective years, with a starting group of ten teachers who revealed, through written documents and speaches answering to proposed exercices and discussions, how they recognised the social-environmental conflicts indicated as contents for their pedagogical practices. I have been the author of the intervention with the teachers who were my workmates in the same school. My questions were: What is the meaning of incorporating social-environmental conflicts into the pedagogical practices of basic level education teachers? (Complete abstract, access undermentioned electronic address)
A brief review over historical determinants in environmental subjects and, more specifically, in environmental education, reveals that inclusion of environmental education into our curriculi has not been exactly democratic. In this context, the construction of limited conceptions by the school as well as by communication means, as like pointed in several assays, repeats in environmental education practices, contributing with the historical option for hiding the controversials that exist in the diverse human knowledge areas. However, the media itself, although not emphatically, and the nowadays social, economical, political and personal dinamics lead to an explicitation of determinants of social-environmental conflicts. According to this contemporary dinamics which also includes a realocation of institutions as the public school, initiatives for personal and professional development as this continued formation attached to our research gain importance. This has been an effort for, by proposing an experience of continued formation, in service, in the work place, to teachers from a basic level state school, analysing what possibilities would rise to the introduction of a controversial issues (theme), the social-environmental conflicts, in pedagogical practice. A project realised in five planned meetings and a strict contact of two lective years, with a starting group of ten teachers who revealed, through written documents and speaches answering to proposed exercices and discussions, how they recognised the social-environmental conflicts indicated as contents for their pedagogical practices. I have been the author of the intervention with the teachers who were my workmates in the same school. My questions were: What is the meaning of incorporating social-environmental conflicts into the pedagogical practices of basic level education teachers? (Complete abstract, access undermentioned electronic address)
Descrição
Palavras-chave
Educação ambiental, Conflitos socioambientais, Formação continuada de professores, Environmental education, Social-environmental conflicts, Teachers continued formation
Como citar
NICOLAI-HERNÁNDEZ, Vagner Aparecido de. Educação ambiental e temas controversos: os conflitos socioambientais no contexto de um processo de formação continuada. 2005. 159 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, 2005.