Educação ambiental nos programas de pós-graduação em educação com foco no ensino fundamental I: análise de teses e dissertações
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2023-12-18
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Universidade Estadual Paulista (Unesp)
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A presente investigação trata de pesquisas sobre educação ambiental (EA) nos programas de pós-graduação (PPG) em educação com foco no ensino fundamental 1 e objetivou identificar e compreender as seguintes questões: Que temas estão sendo explicitados nessas teses e dissertações? Quais os objetivos de pesquisa são encontrados nesses trabalhos? Que referenciais teóricos subsidiam o desenvolvimento dessas pesquisas? Para tanto, foi realizada a pesquisa no banco de teses e dissertações do Projeto Estado da Arte em Educação Ambiental no Brasil (EArte), que, até a data da defesa desta dissertação (dezembro de 2023), conta com 6.142 teses e dissertações sobre EA no Brasil. Como proposta metodológica delimitaram-se como instrumento de coleta de dados: pesquisa do tipo estado da arte no banco do EArte e para a análise dos dados utilizou-se a análise de conteúdo de Bardin (2011). Foram realizadas algumas etapas propostas por Bardin (2011), em torno de três polos cronológicos: a pré-análise; a exploração do material e o tratamento dos resultados (a inferência e a interpretação). Na pré-análise foi realizada a “leitura flutuante”, entrando em contato com os documentos que constituiriam o corpus documental, sendo realizadas algumas categorizações (cap.4), o corpus documental foi composto por 44 teses e dissertações produzidas entre 1981 e 2020. Na exploração do material e na inferência podemos destacar, que 75% dessas pesquisas foram produzidos em programas de pós- graduação em universidades públicas e 25% dos trabalhos em instituições privadas. Foi somente a partir dos anos 90 que começaram a surgir pesquisas sobre EA nos PPG em Educação com enfoque no ensino fundamental 1, sendo que o maior número de trabalhos foi produzido em 2008. Destaca-se que a região Sudeste foi responsável pela maior produção de trabalhos, com um total de 50% de estudos, seguida pela região Sul, que contribuiu com 34% dos trabalhos, em terceiro lugar, a região Centro-Oeste com 9% dos estudos, enquanto a região Nordeste contribuiu com 6% dos trabalhos. Na região Norte não foi produzido nenhum trabalho. Em relação aos temas encontrados foi feita a categorização em 06 diferentes temas de pesquisa: Processos/Práticas pedagógicas, com 14 trabalhos (31,81%); Concepções/ Percepções ambientais, com 12 trabalhos (27,27%); Formação Continuada/Formação Docente com 08 trabalhos (18,18%); Análise dos Projetos Políticos Pedagógicos (PPP) com 6 trabalhos (13,63); Livros didáticos, com 03 trabalhos (6,81%) e Dificuldades da inserção da EA no contexto escolar com 01 (2,27%). No item dos objetivos, o estudo aborda uma variedade de objetivos de pesquisa referentes à EA, procurando compreender a contribuição dessas investigações, destaca objetivos de compreensão das práticas pedagógicas,concepções da EA, formação docente, Projetos Políticos Pedagógicos, livros didáticos e dificuldades de inserção da EA. No capítulo de referenciais teóricos-metodológicos, realizamos um mapeamento dos 37 autores, de diversas áreas, citados nos trabalhos analisados, e, em seguida, diferenciamos em referencias teóricos e referenciais metodológicos, fazendo uma análise dos teóricos encontrados. Através do desenvolvimento dessa pesquisa podemos considerar que a interseção entre Educação e Educação Ambiental se mostra como um espaço propício para debates enriquecedores, capaz de promover uma contribuição significativa para as reflexões acerca do campo da Educação Ambiental no ensino fundamental 1.
This investigation deals with research on environmental education (EE) in postgraduate programs (PPG) in education with a focus on the initial grades of elementary school and aimed to identify and understand the following questions: What themes are being explained in these theses and dissertations? What research objectives are found in these works? What theoretical references support the development of this research? To this end, research was carried out in the database of theses and dissertations of the Project State of the Art in Environmental Education in Brazil (EArte), which, as of the date of defense of this research, has 6,142 theses and dissertations on EA in Brazil. As a methodological proposal, the data collection instrument was defined as: state-of-the-art research in the EArte database and Bardin's content analysis (2011) was used to analyze the data. Some steps proposed by Bardin (2011) were carried out, around three chronological poles: pre-analysis; the exploration of the material and the treatment of results (inference and interpretation). In the pre-analysis, “floating reading” was carried out, contacting possible documents for the documentary corpus, with some categorizations being carried out (chap.4), our documentary corpus was composed of 44 theses and dissertations produced between 1981 and 2020. In exploring the material and inferring inferences, we can highlight that 75% of this research was produced in postgraduate programs at public universities and 25% of the work in private institutions. It was only from the 1990s onwards that research on EA began to emerge in PPGs in Education with a focus on the initial grades, with the largest number of works being produced in 2008, highlighting that the Southeast region was responsible for the largest production of works, with a total of 50% of studies, followed by the South region, which contributed 34% of the works, in third place, the Central-West region with 9% of the studies, while the Northeast region contributed with 6% of the works and the North region with no work. In relation to the themes found in the 44 works, we categorized them into 06 different research themes, namely: Pedagogical Processes/Practice, with 14 works (31.81%); Environmental Conceptions/Perceptions, with 12 works (27.27%); Continuing Training/Teacher Training with 08 jobs (18.18%); Analysis of Pedagogical Political Projects (PPP) with 6 works (13.63); Textbooks, with 03 works (6.81%) and Difficulties of inserting EE in the school context with 01 (2.27%). In the objectives item, the study addresses a variety of research objectives related to EA, seeking to understand the contribution of these investigations, it highlights objectives on understanding pedagogical practices, concepts of EA, teacher training, PPP, textbooks and insertion difficulties from EA. In the chapter on theoretical-methodological references, we mapped the authors, found a total of 37 authors from different areas cited in the works analyzed, and then differentiated between theoretical references and methodological references, carrying out an analysis of each theoretical. Through the development of this research, we can consider that the intersection between Education and Environmental Education appears to be a suitable space for enriching debates, capable of promoting a significant contribution to reflections on the field of Environmental Education in the initial grades of elementary school.
This investigation deals with research on environmental education (EE) in postgraduate programs (PPG) in education with a focus on the initial grades of elementary school and aimed to identify and understand the following questions: What themes are being explained in these theses and dissertations? What research objectives are found in these works? What theoretical references support the development of this research? To this end, research was carried out in the database of theses and dissertations of the Project State of the Art in Environmental Education in Brazil (EArte), which, as of the date of defense of this research, has 6,142 theses and dissertations on EA in Brazil. As a methodological proposal, the data collection instrument was defined as: state-of-the-art research in the EArte database and Bardin's content analysis (2011) was used to analyze the data. Some steps proposed by Bardin (2011) were carried out, around three chronological poles: pre-analysis; the exploration of the material and the treatment of results (inference and interpretation). In the pre-analysis, “floating reading” was carried out, contacting possible documents for the documentary corpus, with some categorizations being carried out (chap.4), our documentary corpus was composed of 44 theses and dissertations produced between 1981 and 2020. In exploring the material and inferring inferences, we can highlight that 75% of this research was produced in postgraduate programs at public universities and 25% of the work in private institutions. It was only from the 1990s onwards that research on EA began to emerge in PPGs in Education with a focus on the initial grades, with the largest number of works being produced in 2008, highlighting that the Southeast region was responsible for the largest production of works, with a total of 50% of studies, followed by the South region, which contributed 34% of the works, in third place, the Central-West region with 9% of the studies, while the Northeast region contributed with 6% of the works and the North region with no work. In relation to the themes found in the 44 works, we categorized them into 06 different research themes, namely: Pedagogical Processes/Practice, with 14 works (31.81%); Environmental Conceptions/Perceptions, with 12 works (27.27%); Continuing Training/Teacher Training with 08 jobs (18.18%); Analysis of Pedagogical Political Projects (PPP) with 6 works (13.63); Textbooks, with 03 works (6.81%) and Difficulties of inserting EE in the school context with 01 (2.27%). In the objectives item, the study addresses a variety of research objectives related to EA, seeking to understand the contribution of these investigations, it highlights objectives on understanding pedagogical practices, concepts of EA, teacher training, PPP, textbooks and insertion difficulties from EA. In the chapter on theoretical-methodological references, we mapped the authors, found a total of 37 authors from different areas cited in the works analyzed, and then differentiated between theoretical references and methodological references, carrying out an analysis of each theoretical. Through the development of this research, we can consider that the intersection between Education and Environmental Education appears to be a suitable space for enriching debates, capable of promoting a significant contribution to reflections on the field of Environmental Education in the initial grades of elementary school.
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Educação ambiental, Pós-graduação, Ensino fundamental 1, Environmental education, Postgraduate studies, Elementary school I