A Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: um estudo sobre as práticas escolares
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Data
2013-02-26
Autores
Lopes, Talita Mazzini [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Ambiental (EA) é considerada uma prática social que pode contribuir para combater a crise ambiental e social e, de acordo com as prescrições oficiais, deve estar presente no currículo do ensino formal, de maneira contínua, permanente e interdisciplinar. Ademais, é necessário que a Educação Ambiental praticada na escola esteja em sintonia com a realidade de sua comunidade e se relacione com as questões ambientais vivenciadas. Embora seja possível observar uma expansão e uma universalização da EA formal, estudos mostram que suas práticas não vêm atendendo às recomendações legais existentes. A presente pesquisa teve como objetivo analisar a maneira como a EA é desenvolvida entre o 6º e o 9º anos do Ensino Fundamental em uma escola do campo do interior paulista. A partir do conceito de currículo de Gimeno (2000), buscamos compreender como o currículo prescrito e o currículo modelado pelos professores se concretizam no currículo em ação, ou seja, nas práticas escolares. Procuramos verificar, ainda, a contribuição dessas práticas para a formação dos educandos frente às questões ambientais. Para alcançar os objetivos propostos foi realizado um estudo de caso e a coleta de dados se deu a partir de três instrumentos de investigação, característicos da pesquisa qualitativa: entrevistas semi-estruturadas, realizadas com a coordenadora pedagógica e com os professores da escola investigada; análise documental do Projeto Político Pedagógico da unidade escolar e dos Planos de Ensino dos professores; observação direta das práticas desenvolvidas. Os resultados mostram que a escola do campo analisada possui uma proposta pedagógica diferenciada, na qual é possível observar uma preocupação com o ambiente natural, com...
The Environmental Education (EE) is considered a social practice that can contribute to face environmental and social crisis and, according to official recommendations, must be present in formal education curriculum in a continuous, permanent and interdisciplinary way. Moreover, it is necessary for environmental education in school to be practiced in harmony with the reality of their community and related to environmental issues experienced. Although it is possible to observe the expansion and universalization of this type of education in elementary education, studies show that EE practices do not attend the official recommendations. This research aims to analyze how the EE is developed from 6th to 9th grade of elementary school at a country school in São Paulo State. Considering the Gimeno (2000) concept of curriculum, we seek to understand how the prescribed curriculum and modeled curriculum by teachers are realized in the curriculum in action, or in school practices. We also tried to check the contribution of these practices to the students formation face the environmental issues. To achieve the proposed objectives we conducted a case study and data collection took place from three research instruments, characteristic of qualitative research: semi-structured interviews conducted with the pedagogical coordinator and teachers of the investigated school; documentary analysis of the Political Pedagogical Project and teachers plans; direct observation of practices developed. The results show that the school investigated has a differentiated pedagogical proposal, in which you can see the concern with the environment, with the construction of the identity of students and the construction of humanizing values. Such issues also permeate some of the plans analyzed and are worked through projects, thematic complexes and the... (Complete abstract click electronic access below)
The Environmental Education (EE) is considered a social practice that can contribute to face environmental and social crisis and, according to official recommendations, must be present in formal education curriculum in a continuous, permanent and interdisciplinary way. Moreover, it is necessary for environmental education in school to be practiced in harmony with the reality of their community and related to environmental issues experienced. Although it is possible to observe the expansion and universalization of this type of education in elementary education, studies show that EE practices do not attend the official recommendations. This research aims to analyze how the EE is developed from 6th to 9th grade of elementary school at a country school in São Paulo State. Considering the Gimeno (2000) concept of curriculum, we seek to understand how the prescribed curriculum and modeled curriculum by teachers are realized in the curriculum in action, or in school practices. We also tried to check the contribution of these practices to the students formation face the environmental issues. To achieve the proposed objectives we conducted a case study and data collection took place from three research instruments, characteristic of qualitative research: semi-structured interviews conducted with the pedagogical coordinator and teachers of the investigated school; documentary analysis of the Political Pedagogical Project and teachers plans; direct observation of practices developed. The results show that the school investigated has a differentiated pedagogical proposal, in which you can see the concern with the environment, with the construction of the identity of students and the construction of humanizing values. Such issues also permeate some of the plans analyzed and are worked through projects, thematic complexes and the... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação ambiental, Ensino, Curriculos, Ensino fundamental, Environmental education
Como citar
LOPES, Talita Mazzini. A Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: um estudo sobre as práticas escolares. 2013. 147 p. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2013.