Educação ambiental e valores: diálogos e sentidos construídos nas práticas de professores de ensino fundamental
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Data
2012-08-24
Autores
Degasperi, Thais Cristiane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Compreendendo um contexto de crise e as profundas alterações na relação sociedade-natureza, neste trabalho apontamos a Educação Ambiental (EA) como a contribuição da educação para a necessária transformação desta relação. Consideramos que as práticas de EA devem envolver três dimensões: conhecimentos, valores éticos/estéticos e participação política. Voltando nossa análise ao conteúdo valorativo da EA, reconhecemos a necessidade de atentar e refletir sobre os valores que regem a relação sociedade-natureza, apontando para o resgate e/ou um trabalho com novos valores. Entendemos que a construção de valores, através de um trabalho explícito, intencional e sistemático, pode proporcionar a formação de cidadãos aptos para conviver e fazer escolhas levando em conta os níveis pessoal e coletivo de vida. Também consideramos que o trabalho com valores envolve diferentes dimensões: cognitiva, afetiva e de ação. Para isso apoiamo-nos no importante papel do diálogo e das enunciações na aprendizagem e formação humana, bem como para a produção de sentidos. A partir dessas considerações, buscamos investigar, sob uma abordagem qualitativa, as práticas de professores de Ensino Fundamental II, participantes de um curso de formação continuada, voltado à EA e ao trabalho com valores. Nestas práticas procuramos identificar, através dos diálogos e enunciações empreendidas entre professor e alunos, os valores que foram enunciados, a forma de abordagem utilizada e alguns dos sentidos produzidos nestas práticas. A análise das práticas realizou-se através dos mapas de eventos e episódios de ensino de três professoras: de Ciências, Matemática e Língua Portuguesa. Os assuntos explorados por cada uma delas são distintos e trabalham a temática ambiental e seu conteúdo valorativo sob diferentes...
In the presence of a crisis context and the intense modification in the relationship between society and nature, in this paper we pointed out the role of environmental education (EE) as the contribution of education to the necessary transformation of this relationship. We believe that the practice of EE should involve three dimensions: knowledge, ethical/aesthetic values and political participation. Focusing our analysis on the evaluative content of the EE, we recognize the need to look and reflect on the values that govern the relationship between society and nature, pointing to the rescue and/or work with new values. We understand that the values construction, through an explicit, intentional and systematic work, can provide the formation of citizens able to live and make choices taking into account the levels of personal and collective life. We also believe that working with values involves different dimensions: cognitive, affective and action. For this we rely on the important role of dialog and utterances in learning and human development, as well as for the meaning makings. From these considerations, we investigate, in a qualitative approach, the practices of teachers of elementary school, participating in a continuing education course, directed to EE and working with values. Tried to identify these practices, through the dialog undertaken between teacher and students, the values that were set out, the form of approach used and some meanings produced in these practices. Practices were analyzed through the maps of events and episodes of teaching of three teachers: Science, Mathematics and Portuguese teachers. The subjects explored by each of them are distinct and work the environmental issue and its contents under different evaluative approaches. We found in practice. We found in the practices an explicit work with values, ... (Complete abstract click electronic access below)
In the presence of a crisis context and the intense modification in the relationship between society and nature, in this paper we pointed out the role of environmental education (EE) as the contribution of education to the necessary transformation of this relationship. We believe that the practice of EE should involve three dimensions: knowledge, ethical/aesthetic values and political participation. Focusing our analysis on the evaluative content of the EE, we recognize the need to look and reflect on the values that govern the relationship between society and nature, pointing to the rescue and/or work with new values. We understand that the values construction, through an explicit, intentional and systematic work, can provide the formation of citizens able to live and make choices taking into account the levels of personal and collective life. We also believe that working with values involves different dimensions: cognitive, affective and action. For this we rely on the important role of dialog and utterances in learning and human development, as well as for the meaning makings. From these considerations, we investigate, in a qualitative approach, the practices of teachers of elementary school, participating in a continuing education course, directed to EE and working with values. Tried to identify these practices, through the dialog undertaken between teacher and students, the values that were set out, the form of approach used and some meanings produced in these practices. Practices were analyzed through the maps of events and episodes of teaching of three teachers: Science, Mathematics and Portuguese teachers. The subjects explored by each of them are distinct and work the environmental issue and its contents under different evaluative approaches. We found in practice. We found in the practices an explicit work with values, ... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Environmental education, Dialogo, Educação ambiental, Valores sociais, Pratica de ensino, Valores
Como citar
DEGASPERI, Thais Cristiane. Educação ambiental e valores: diálogos e sentidos construídos nas práticas de professores de ensino fundamental. 2012. 319 p. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2012.