Educação ambiental e valores na educação infantil: sentidos construídos a partir do trabalho pedagógico
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Data
2018-12-12
Autores
Crepaldi, Geise Daniele Milagres
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo compreender alguns sentidos construídos sobre a educação ambiental e o trabalho com valores na educação infantil a partir das práticas docentes de duas professoras participantes de um programa de formação continuada voltado a essa temática. Uma vez que neste programa as professoras se propuseram a realizar um projeto em suas escolas que articulasse a temática ambiental e a alimentação, um segundo objetivo deste estudo foi a discussão sobre possibilidades e limites para a implementação do projeto nas escolas. No corpo teórico apresento um debate a respeito da Educação Ambiental (EA), e do posicionamento de que esta modalidade é um direito das crianças, portanto deve figurar desde a Educação Infantil. Por se tratar de um campo vasto de atuação, faço uma distinção entre as diferentes vertentes de EA, optando por compreender a EA Crítica, suas características e bandeiras de luta. A partir do referencial teórico apresentado, também argumento suas características e bandeiras de luta A partir do referencial teórico apresentado também argumentam sobre a crise de valores que se desdobra no relacionamento humano com o meio natural, procurando fundamentar os valores na infância com a teoria do psicólogo Lev S. Vygotsky. Também buscando compreender os valores no microcosmo das relações, a concepção de ciência do linguista Mikhail Bakhtin foi fundamental para a metodologia deste trabalho de construção dos sentidos que tem origem no diálogo das professoras com as crianças. Os dados deste trabalho foram produzidos na sala de aula, com filmagens das aulas. Como resultado, considero que a prática de uma das professoras esteve pautada mais no sentido de um trabalho escolarizado, enquanto a outra professora se apoiou mais em atividades de caráter lúdico. No entanto, ambas possibilitaram às crianças um contato enriquecedor com elementos naturais presentes em diferentes espaços escolares, oportunidade que nem sempre é aproveitada na escola, suscitando experiências ricas de apreciação desses elementos, o que favorece a construção de valores a eles relacionados. Discuto, ao final, sobre as dificuldades quanto aos recursos necessários para a realização de algumas das atividades planejadas, muitas vezes financeiramente assumidas pelas professoras, além daquelas inerentes à complexidade da temática trabalhada, que exige formação continuada para que as possibilidades de trabalho possam ser gradativamente ampliadas.
This research aimed to understand some meanings built about environmental education and the work with values in early childhood education based on the teaching practices of two teachers participating in a continued education program focused on this theme. Since in this program the teachers proposed to carry out a project in their schools articulating the environmental theme and food choices, a second objective of this study was to discuss about possibilities and limitations for the implementation of the project in schools. In the theoretical body I present a debate on Environmental Education (EE), and the positioning that this modality is part of the rights of children, hence it should be present from Early Child Education. Because this subject is vast, I make a distinction between the different aspects of EE, opting to understand Critic EE, its characteristics and fight flags. I also argue, from the theoretical referential presented, about the crisis of values that unfolds in the human relationship with the natural environment, seeking to ground the values in childhood with the theory of the psychologist Lev S. Vygotsky. Also seeking to understand the values in the microcosm of relationships, the linguistic conception of the linguist Mikhail Bakhtin was fundamental to the methodology of this work of forming meanings that are originated in the dialogue between the teachers and the children. The data of this work were produced in the classroom, relying on video recordings of the classes. As a result, I consider that the practice of one of the teachers was based more on scholarly work, while the other teacher relied more on activities of a playful nature. However, both enabled the children to have an enriching contact with natural elements present in the different school spaces, an opportunity that is not always used in school, leading to rich experiences of appreciation of these elements, which favors the construction of values related to them. I discuss at the end about the difficulties regarding the resources needed to carry out some of the planned activities, often financially financed by the teachers, in addition to those inherent in the complexity of the subject, which requires continuous training so that the possibilities of development can be gradually amplified.
This research aimed to understand some meanings built about environmental education and the work with values in early childhood education based on the teaching practices of two teachers participating in a continued education program focused on this theme. Since in this program the teachers proposed to carry out a project in their schools articulating the environmental theme and food choices, a second objective of this study was to discuss about possibilities and limitations for the implementation of the project in schools. In the theoretical body I present a debate on Environmental Education (EE), and the positioning that this modality is part of the rights of children, hence it should be present from Early Child Education. Because this subject is vast, I make a distinction between the different aspects of EE, opting to understand Critic EE, its characteristics and fight flags. I also argue, from the theoretical referential presented, about the crisis of values that unfolds in the human relationship with the natural environment, seeking to ground the values in childhood with the theory of the psychologist Lev S. Vygotsky. Also seeking to understand the values in the microcosm of relationships, the linguistic conception of the linguist Mikhail Bakhtin was fundamental to the methodology of this work of forming meanings that are originated in the dialogue between the teachers and the children. The data of this work were produced in the classroom, relying on video recordings of the classes. As a result, I consider that the practice of one of the teachers was based more on scholarly work, while the other teacher relied more on activities of a playful nature. However, both enabled the children to have an enriching contact with natural elements present in the different school spaces, an opportunity that is not always used in school, leading to rich experiences of appreciation of these elements, which favors the construction of values related to them. I discuss at the end about the difficulties regarding the resources needed to carry out some of the planned activities, often financially financed by the teachers, in addition to those inherent in the complexity of the subject, which requires continuous training so that the possibilities of development can be gradually amplified.
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Palavras-chave
Educação infantil, Educação ambiental, Valores, Environmental education, Ealy childwood education, Values