A inserção da educação ambiental na escola pública por meio das disciplinas eletivas no Programa de Ensino Integral no Noroeste Paulista
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Data
2022-03-03
Autores
Cardozo, Bruna Santos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Ambiental nas escolas é de suma importância para a formação de cidadãos críticos e conscientes. Considera-se que a Educação Ambiental funcione como um dispositivo que desencadeia novos tipos de práticas voltadas para a tematização das questões ambientais, em diferentes campos sociais. O trabalho foi dividido em dois capítulos, o primeiro teve como objetivo específico realizar uma Revisão Sistemática, sobre trabalhos que envolvam as temáticas ambientais em Disciplinas Eletivas nas escolas com o Programa de Ensino Integral (PEI) , entre os anos de 2012 e 2020, tomando como parâmetro o marco inicial do desenvolvimento das Disciplinas Eletivas nas escolas que adotaram o PEI. Os dados foram coletados por meio de uma Revisão Sistemática, em seis Bancos de Dados e os critérios para seleção dos trabalhos basearam-se na busca pelas pesquisas que apresentassem as Disciplinas Eletivas como objeto de estudo. Foram utilizadas as seguintes palavras-chave: “Programa Ensino Integral (PEI)”, “Ensino Integral” e “Disciplinas Eletivas”, a fim de refinar os temas e títulos que contemplassem o interesse da pesquisa. Os 11 trabalhos selecionados foram analisados seguindo a metodologia de Análise Textual Discursiva, o que gerou cinco categorias: Interdisciplinaridade; Temática Ambiental; Protagonismo Juvenil; Metodologias Didáticas Pedagógicas; Produtos gerados nas Disciplinas Eletivas, que foram discutidas no decorrer do primeiro capítulo. O segundo capítulo tinha como objetivos específicos: a) Analisar o entendimento dos professores sobre a Interdisciplinaridade, conceito base das Diretrizes da Escola de Ensino Integral do Estado de São Paulo; b) Analisar a importância atribuída pelos professores em relação às temáticas ambientais desenvolvidas na escola; c) Realizar um levantamento em relação às iniciativas de Disciplinas Eletivas que envolvessem as temáticas ambientais na escola de Ensino Integral selecionada; d) Identificar qual a formação (inicial e continuada) dos professores da escola que trabalham com essa temática e f) Identificar as potencialidades e limitações das temáticas ambientais desenvolvidas nas Disciplinas Eletivas na perspectiva dos professores. Para alcançar esses objetivos foram utilizados, como instrumentos para coleta de dados, o questionário e a entrevista semiestruturada. O questionário foi destinado a todos os professores da escola parceira tendo como enfoque questões inerentes às Disciplina Eletivas, como o caráter interdisciplinar, buscando identificar temáticas relacionadas às questões ambientais, sendo respondido por 11 professores. As entrevistas foram realizadas com 4 professores, os quais indicaram no questionário que já trabalharam nas disciplinas eletivas as temáticas ambientais, buscando aprofundamento sobre o assunto. A metodologia de análise foi a Análise Textual Discursiva e o referencial teórico foi a Educação Ambiental Crítica.
Environmental Education in schools is of paramount importance for the formation of critical and conscientious citizens. It is considered that Environmental Education works as a device that triggers new types of practices aimed at addressing environmental issues in different social fields. The work was divided into two chapters, the first had the specific objective of carrying out a Systematic Review, on works involving environmental themes in Elective Subjects in schools with the Integral Education Program (PEI), between the years 2012 and 2020, taking as a parameter the initial milestone of the development of Elective Disciplines in schools that adopted the PEI. Data were collected through a Systematic Review, in six Databases and the criteria for selection of works were based on the search for research that presented Elective Disciplines as an object of study. The following keywords were used: “Integral Teaching Program (PEI)”, “Integral Education” and “Elective Disciplines”, in order to refine the themes and titles that contemplated the interest of the research. The 11 selected works were analyzed following the Discursive Textual Analysis methodology, which generated five categories: Interdisciplinarity; Environmental Theme; Youth Protagonism; Pedagogical Didactic Methodologies; Products generated in the Elective Courses, which were discussed throughout the first chapter. The second chapter had the following specific objectives: a) To analyze the teachers' understanding of Interdisciplinarity, a basic concept of the Guidelines of the School of Integral Teaching of the State of São Paulo; b) Analyze the importance attributed by teachers in relation to environmental themes developed at school; c) Carry out a survey in relation to Elective Courses initiatives involving environmental issues in the selected Integral Education school; d) Identify the training (initial and continuing) of school teachers who work with this theme and f) Identify the potential and limitations of environmental issues developed in Elective Courses from the perspective of teachers. To achieve these objectives, the questionnaire and semistructured interview were used as instruments for data collection. The questionnaire was intended for all teachers from the partner school, focusing on issues inherent to the Elective Discipline, such as the interdisciplinary character, seeking to identify themes related to environmental issues, being answered by 11 teachers. The interviews were carried out with 4 professors, who indicated in the questionnaire that they had already worked on environmental themes in elective courses, seeking to go deeper into the subject. The analysis methodology was Discursive Textual Analysis and the theoretical framework was Critical Environmental Education.
Environmental Education in schools is of paramount importance for the formation of critical and conscientious citizens. It is considered that Environmental Education works as a device that triggers new types of practices aimed at addressing environmental issues in different social fields. The work was divided into two chapters, the first had the specific objective of carrying out a Systematic Review, on works involving environmental themes in Elective Subjects in schools with the Integral Education Program (PEI), between the years 2012 and 2020, taking as a parameter the initial milestone of the development of Elective Disciplines in schools that adopted the PEI. Data were collected through a Systematic Review, in six Databases and the criteria for selection of works were based on the search for research that presented Elective Disciplines as an object of study. The following keywords were used: “Integral Teaching Program (PEI)”, “Integral Education” and “Elective Disciplines”, in order to refine the themes and titles that contemplated the interest of the research. The 11 selected works were analyzed following the Discursive Textual Analysis methodology, which generated five categories: Interdisciplinarity; Environmental Theme; Youth Protagonism; Pedagogical Didactic Methodologies; Products generated in the Elective Courses, which were discussed throughout the first chapter. The second chapter had the following specific objectives: a) To analyze the teachers' understanding of Interdisciplinarity, a basic concept of the Guidelines of the School of Integral Teaching of the State of São Paulo; b) Analyze the importance attributed by teachers in relation to environmental themes developed at school; c) Carry out a survey in relation to Elective Courses initiatives involving environmental issues in the selected Integral Education school; d) Identify the training (initial and continuing) of school teachers who work with this theme and f) Identify the potential and limitations of environmental issues developed in Elective Courses from the perspective of teachers. To achieve these objectives, the questionnaire and semistructured interview were used as instruments for data collection. The questionnaire was intended for all teachers from the partner school, focusing on issues inherent to the Elective Discipline, such as the interdisciplinary character, seeking to identify themes related to environmental issues, being answered by 11 teachers. The interviews were carried out with 4 professors, who indicated in the questionnaire that they had already worked on environmental themes in elective courses, seeking to go deeper into the subject. The analysis methodology was Discursive Textual Analysis and the theoretical framework was Critical Environmental Education.
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Palavras-chave
Interdisciplinaridade, Revisão sistemática, Análise textual discursiva, Educação ambiental crítica, Interdisciplinarity, Systematic review, Discursive textual analysis, Critical environmental education