A percepção ambiental no currículo e ensino de Biologia de escolas da rede pública do Estado de São Paulo
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Data
2019-03-29
Autores
Paoli, Thiago
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa partiu da necessidade de identificar se os estudos sobre a percepção ambiental, enquanto estratégia para propostas educativas têm influenciado o currículo e o ensino da temática ambiental na disciplina de Biologia nas escolas da rede pública estadual de São Paulo. Entende-se, fundamentando-se em Vigotski, que a percepção ambiental incluída no currículo e na prática pedagógica do ensino da temática ambiental pode tornar as questões que envolvem mais significativas para o estudante, ou seja, a aprendizagem dos conteúdos pode ser legitimada. Trata-se de análise qualitativa e para o levantamento dos dados foram empregados pesquisa documental, entrevistas e observações de aulas. Como sujeitos pesquisados contamos com a participação de professores e alunos de duas escolas estaduais do Estado de São Paulo que vivem em realidades distintas: uma escola situada na zona rural e a outra na zona urbana, objetivando levantar informações a respeito do uso da percepção ambiental em sala de aula quando se trata de temática ambiental no ensino de Biologia. Os dados foram analisados ao longo do desenvolvimento de toda a pesquisa, utilizando o método da Análise de Conteúdo, descrita por Bardin (2016), estabelecendo relações entre as informações coletadas com o propósito de sistematizar os resultados finais, que por sua vez, indicaram que a percepção ambiental, embora indicada em algumas passagens da proposta curricular, tem pouca influência no currículo e no aprendizado de temas ambientais do ensino de Biologia da rede de ensino público paulista.
This research stemmed from the need to identify the studies on environmental awareness as a strategy for educational proposals, have influenced the curriculum and the teaching of environmental issues in the discipline of biology in schools the public schools of São Paulo. It is understood, basing on Vygotsky, that environmental awareness is included in curriculum and pedagogical practice of environmental issues of education can make issues involving more meaningful to the student, or learning the content may be legitimized. This is qualitative analysis and for the data collection were used documentary research, interviews and observations in the classroom. As subjects surveyed rely on the participation of teachers and students from two public schools of São Paulo who live in different realities: a school situated in the countryside and the other in urban areas, in order to gather information about the use of environmental perception when it comes to environmental issues in the teaching of biology. Data were analyzed during the development of all research using the method of content analysis described by Bardin (2016), establishing relationships between the information collected in order to systematize the final results, which in turn, indicated that the environmental perception has little influence in the curriculum and in the learning of environmental themes of the teaching of Biology of the public education network of São Paulo
This research stemmed from the need to identify the studies on environmental awareness as a strategy for educational proposals, have influenced the curriculum and the teaching of environmental issues in the discipline of biology in schools the public schools of São Paulo. It is understood, basing on Vygotsky, that environmental awareness is included in curriculum and pedagogical practice of environmental issues of education can make issues involving more meaningful to the student, or learning the content may be legitimized. This is qualitative analysis and for the data collection were used documentary research, interviews and observations in the classroom. As subjects surveyed rely on the participation of teachers and students from two public schools of São Paulo who live in different realities: a school situated in the countryside and the other in urban areas, in order to gather information about the use of environmental perception when it comes to environmental issues in the teaching of biology. Data were analyzed during the development of all research using the method of content analysis described by Bardin (2016), establishing relationships between the information collected in order to systematize the final results, which in turn, indicated that the environmental perception has little influence in the curriculum and in the learning of environmental themes of the teaching of Biology of the public education network of São Paulo
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Palavras-chave
Percepção ambiental, Currículo, Temática ambiental, Vigotski, Environmental perception, Curriculum, Environmental theme