A inserção da educação ambiental em centros municipais de educação infantil em São Carlos (SP): uma análise a partir de uma perspectiva crítica
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Data
2019-02-14
Autores
Zanon, Natália Gladcheff
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Universidade Estadual Paulista (Unesp)
Resumo
Considerando-se a relevância da Educação Ambiental desde o início da escolarização, o objetivo deste trabalho foi identificar e analisar como se dá a inserção da Educação Ambiental nos Centros Municipais de Educação Infantil da cidade de São Carlos, interior do estado de São Paulo, a partir da percepção de professoras que trabalham nesses espaços. Foram realizadas entrevistas semiestruturadas com professoras de cinco CEMEIs selecionados para o estudo, com o propósito de identificar como elas entendem o trabalho realizado com Educação Ambiental, as práticas desenvolvidas e a forma como são conduzidas. Buscou-se conhecer as características das atividades desenvolvidas, a existência ou não de formação para a realização do trabalho pedagógico, os tipos de atividades propostas, bem como os obstáculos para realização das práticas de Educação Ambiental. Ao final da coleta, todas as informações obtidas foram organizadas, por meio de procedimentos de análise de conteúdo de acordo com Bardin (2004), procurando-se identificar as tendências e padrões relevantes. Os resultados foram analisados com base em referenciais teóricos da Educação Ambiental Crítica, a partir de trabalhos de autores como Guimarães (2005), Lima e Layrargues (2014), Loureiro (2007), Tozoni-Reis (2007), considerando-se, também, a perspectiva de Paulo Freire (2009). Diante da problemática apresentada e dos objetivos que pretendíamos desenvolver, os resultados da pesquisa confirmam a hipótese inicial de que a inserção da Educação Ambiental em CEMEIs de São Carlos é feita de forma incipiente, tanto em relação à forma quanto ao conteúdo. Diante do panorama encontrado, acredita-se na importância de se investir na formação de professores, tanto inicial quanto continuada, visando o desenvolvimento de práticas em Educação Ambiental Crítica, desde o início da Educação Básica.
Considering the relevance of Environmental Education since the beginning of schooling, the goal of this work was to identify and analyze how the insertion of Environmental Education in the Municipal Children's Education Centers of the city of São Carlos, in the country area of state of São Paulo, from the perception of teachers working in these spaces. Semi-structured interviews were conducted with teachers from five CEMEIs selected for the study, in order to identify how they perceive the work carried out with Environmental Education, the practices developed and how they were conducted. It was sought to know the characteristics of the activities developed, the existence or not of training for the accomplishment of the pedagogical work, the types of activities proposed, as well as the obstacles to the accomplishment of the Environmental Education practices. At the end of the collection all the information obtained was organized through content analysis procedures according to Bardin (2004), trying to identify the relevant trends and patterns. The analysis of the results were based on the theoretical references of Critical Environmental Education, such as in Guimarães (2005), Lima and Layrargues (2014), Loureiro (2007), Tozoni-Reis (2007), considering also the perspective of Paulo Freire (2009). In view of the problems presented and the objectives we intend to develop, the results of the research confirm the initial hypothesis that the insertion of Environmental Education in CEMEIs of São Carlos is done in an incipient way, in relation to both form and content. Given the panorama found, it is believed that it is important to invest in teacher training, both initial and continuing, aiming the development of practices in Critical Environmental Education, from the beginning of Basic Education.
Considering the relevance of Environmental Education since the beginning of schooling, the goal of this work was to identify and analyze how the insertion of Environmental Education in the Municipal Children's Education Centers of the city of São Carlos, in the country area of state of São Paulo, from the perception of teachers working in these spaces. Semi-structured interviews were conducted with teachers from five CEMEIs selected for the study, in order to identify how they perceive the work carried out with Environmental Education, the practices developed and how they were conducted. It was sought to know the characteristics of the activities developed, the existence or not of training for the accomplishment of the pedagogical work, the types of activities proposed, as well as the obstacles to the accomplishment of the Environmental Education practices. At the end of the collection all the information obtained was organized through content analysis procedures according to Bardin (2004), trying to identify the relevant trends and patterns. The analysis of the results were based on the theoretical references of Critical Environmental Education, such as in Guimarães (2005), Lima and Layrargues (2014), Loureiro (2007), Tozoni-Reis (2007), considering also the perspective of Paulo Freire (2009). In view of the problems presented and the objectives we intend to develop, the results of the research confirm the initial hypothesis that the insertion of Environmental Education in CEMEIs of São Carlos is done in an incipient way, in relation to both form and content. Given the panorama found, it is believed that it is important to invest in teacher training, both initial and continuing, aiming the development of practices in Critical Environmental Education, from the beginning of Basic Education.
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Educação Ambiental, Educação Infantil, Práticas Pedagógicas, Currículo, Environmental Education, Child education, Pedagogical practices, Curriculum