O vir-a-ser da educação ambiental nas escolas municipais de Penápolis-SP
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Data
2009-07-07
Autores
Neves, Juliana Pereira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Entres os desafios da inserção da educação ambiental no ensino formal, destaca-se a carência de uma formação crítica de alguns professores e educadores ambientais, que muitas vezes desenvolvem uma prática educativa superficial, pontual ou romantizada. A educação ambiental crítica - que se prentende transformadora e emancipatória - entende, que, para que a educação seja um instrumento de transformação da realidade, capaz de contribuir para a construção de uma sociedade sócio e ambientalmente sustentável, deve caracterizar-se como um processo político (intencional) de apropriação crítica e reflexiva de conhecimentos, atitudes, valores e comportamentos. Com o objetivo de refletir sobre a prática educativa ambiental de escolas públicas municipais de uma cidade interiorana, visando compreender seus desafios, limites, conquistas e sucessos, este estudo coletou informações, à luz da abordagem qualitativa de pesquisa, em uma pesquisa de campo. Professores, Coordenadores Pedagógicos e Diretores foram entrevistados em todas as escolas de Ensino Fundamental da Rede Municipal de Penápolis - SP. Como resultados, entendemos que alguns princípios da educação ambiental crítica, tais como a participação coletiva, interdisciplinaridade e a sustentabilidade estão presentes nas práticas de educação ambiental das escolas investigadas, mas que estas ainda necessitam ampliarem a compreensão crítica da complexidade e da construção histórica da realidade (e conseqüentemente, dos problemas sócios-ambientais). também se levantou a questão da necessidade da inserção da educação ambiental nas escolas através de sua presença efeitiva nos currículos da educação básica e dos cursos de formação de professores. A respeito da práxis educativa, somente através de intencional sistematização pedagógica...
Among the challenges of insertion of environmental education in the formal teaching, the lack of a critical formation from some teachers and environmental education calls attention, once they often develop a superficial, punctual or romanticized educational practice. The critical environmental education, intended to be transformative and emancipative, assumes that the education must be a political process (intentional) in appropriation of critical and reflexive knowledge, atitude, values and behavior, in order to make itself an instrument to transform the reality and contribute to the construction of a social and environmentally sustainable society. This study aims to reflect on the practice of environmental education in public schools from provincial town, seeking to understand their limitations, challenges, achievements and successes by collecting information from field survey based on the qualitative approach. Teachers, pedagogical coordinators and school directors were interviewed in all the elementary schools at the city of Penápolis, in the state of São Paulo. As a result, we identified that certain principles of critical environmental education, such as collective participation, interdisciplinaty and sustainable practices are present in the environmental education of the schools surveyed, but they still need to broaden their critical understanding of the complexity and historical construction of reality (and coinsequently, the socio-environmental problems). It also approached the issue of the insertion of environmental education in schols through its effective presence in the curriculum of basic education and teacher's training courses. Concerning the educational practice, only through the intentional systematization of pedagogical and methodological process the principles... (Complete abstract click electronic access below)
Among the challenges of insertion of environmental education in the formal teaching, the lack of a critical formation from some teachers and environmental education calls attention, once they often develop a superficial, punctual or romanticized educational practice. The critical environmental education, intended to be transformative and emancipative, assumes that the education must be a political process (intentional) in appropriation of critical and reflexive knowledge, atitude, values and behavior, in order to make itself an instrument to transform the reality and contribute to the construction of a social and environmentally sustainable society. This study aims to reflect on the practice of environmental education in public schools from provincial town, seeking to understand their limitations, challenges, achievements and successes by collecting information from field survey based on the qualitative approach. Teachers, pedagogical coordinators and school directors were interviewed in all the elementary schools at the city of Penápolis, in the state of São Paulo. As a result, we identified that certain principles of critical environmental education, such as collective participation, interdisciplinaty and sustainable practices are present in the environmental education of the schools surveyed, but they still need to broaden their critical understanding of the complexity and historical construction of reality (and coinsequently, the socio-environmental problems). It also approached the issue of the insertion of environmental education in schols through its effective presence in the curriculum of basic education and teacher's training courses. Concerning the educational practice, only through the intentional systematization of pedagogical and methodological process the principles... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação ambiental - Formação de professores, Educação ambiental - Estudo e ensino, Critical environmental education, Formal environmental education, Teacher education
Como citar
NEVES, Juliana Pereira. O vir-a-ser da educação ambiental nas escolas municipais de Penápolis-SP. 2009. 179 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências, 2009.