Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO
The present work aims to identify the practices and discourses about Environmental Education as well as to verify the conceptions of the environment present in the Political Pedagogical Project; analyze the concept of Environmental Education as a cross-cutting theme in the view of rural school te...
| Autor principal: | SILVA, Patrícia Carneiro da |
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| Idioma: | pt_BR |
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2024
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| Acesso em linha: |
http://hdl.handle.net/11612/6561 |
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ir-11612-65612024-04-01T06:19:01Z Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO SILVA, Patrícia Carneiro da SANTOS, Claudia Scareli dos Aprendizagem significativa.. Meio ambiente Paulo Freire Meaningful learning Environment Paulo Freire CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA The present work aims to identify the practices and discourses about Environmental Education as well as to verify the conceptions of the environment present in the Political Pedagogical Project; analyze the concept of Environmental Education as a cross-cutting theme in the view of rural school teachers; understand the relationship between content and contextualization in the student's daily life, establishing links with meaningful learning in the view of David Paul Ausubel and Paulo Freire; describe which formal spaces are used by teachers and which methodologies are applied, in addition to developing a manual of practical activities related to Environmental Education in the context of a rural school located in the municipality of Wanderlândia, TO. The study was characterized as a qualitative exploratory research carried out along the lines of a case study, as a collection instrument the documentary analysis of the PPP was used and a semi-structured questionnaire was applied to ten teachers assigned to the analyzed teaching unit; the methodology was based on content analysis. Four distinct characterizations of the environment were verified in the Political Pedagogical Project, they are: environment and nature conservation; environment and health; environment and community and environment and resources; it was found that the teachers of the rural school still have a traditional and conservationist view on Environmental Education relating it exclusively to the processes of conservation and nature preservation. That teachers perceive rural education as a public policy that aims at valuing the rural environment and uses the contextualization process to insert the syllabus in the reality experienced by rural people, reflecting on the pedagogical practice of effective learning meaning, which goes against the theory of meaningful learning advocated by David Paul Ausubel and characterized by the pedagogy of freedom taking into account the empirical knowledge experienced by students as a starting point for democratic, effective and equality learning advocated by Paulo Freire. In this context, teachers of the rural school believe that transdisciplinary in Environmental Education can be achieved through the association between the theory of school syllabus and the daily life of rural students, involving all subjects in a contextualized way through studies and projects educational pedagogies, with the deficiency of physical and pedagogical structures being the main obstacles faced for carrying out activities within the scope of Environmental Education in the reality of the rural school O presente trabalho teve como objetivosidentificar as práticas e discursos sobre Educação ambiental assim como verificar as concepções de meio ambiente presentes no Projeto Político Pedagógico (PPP); analisar a concepção de Educação Ambiental como tema transversal na visão dos professores da escola do campo; compreender a relação entre conteúdo e contextualização no cotidiano do educando estabelecendo vínculos com a aprendizagem significativa na visão de David Paul Ausubel e Paulo Freire; descrever quais os espaços utilizados pelos docentes e quais as metodologias aplicadas além de desenvolver um manual de atividades práticas relacionadas a Educação Ambiental no contexto de uma escola do campo situada no município de Wanderlândia, TO. O estudo foi caracterizado como uma pesquisa qualitativa exploratória realizada nos moldes de um estudo de caso, como instrumento de recolha foi utilizado a análise documental do PPP e aplicação de questionário semiestruturado para dez professores lotados na unidade de ensino analisada; a metodologia baseou-se na análise de conteúdo. Foram verificadas no PPP quatro caracterizações de meio ambiente distintas, são elas: meio ambiente e conservação da natureza; meio ambiente e saúde; meio ambiente e comunidade e meio ambiente e recursos; verificou-se que os docentes da escola do campo ainda possuem uma visão tradicional e conservacionista sobre a Educação Ambiental relacionando-a exclusivamente aos processos de conservação e preservação da natureza. Os professores percebem a educação do campo como uma política pública, que visa a valorização do ambiente campesino, e utiliza o processo de contextualização para inserir os conteúdos programáticos na realidade vivenciada pelos povos do campo, refletindo na prática pedagógica de significação efetiva da aprendizagem, que vai de encontro a teoria da aprendizagem significativa, defendida por David Paul Ausubel, e caracterizada pela pedagogia da liberdade levando em consideração o conhecimento empírico vivenciado pelos alunos como ponto de partida para uma aprendizagem democrática, efetiva e de igualdade defendida por Paulo Freire. Nesse contexto, os professores da escola do campo acreditam que a transdisciplinaridade na Educação Ambiental pode ser alcançada por meio da associação entre a teoria dos conteúdos programáticos escolares e o cotidiano dos educandos do campo, envolvendo todas as disciplinas de forma contextualizada por meio de estudos e projetos pedagógicos educacionais, sendo a deficiência de estruturas físicas e pedagógicas os principais obstáculos enfrentados para a realização de atividades no âmbito da Educação Ambiental na realidade da escola do campo. 2024-02-16T18:42:12Z 2024-02-16T18:42:12Z 2021-04-09 SILVA, Patrícia Carneiro da . Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO. 74 f. Dissertação (Mestrado acadêmico) – Universidade Federal do Tocantins, Araguaína, 2020 http://hdl.handle.net/11612/6561 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Aprendizagem significativa.. Meio ambiente Paulo Freire Meaningful learning Environment Paulo Freire CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| spellingShingle |
Aprendizagem significativa.. Meio ambiente Paulo Freire Meaningful learning Environment Paulo Freire CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA SILVA, Patrícia Carneiro da Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| topic_facet |
Aprendizagem significativa.. Meio ambiente Paulo Freire Meaningful learning Environment Paulo Freire CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| description |
The present work aims to identify the practices and discourses about Environmental
Education as well as to verify the conceptions of the environment present in the Political
Pedagogical Project; analyze the concept of Environmental Education as a cross-cutting
theme in the view of rural school teachers; understand the relationship between content
and contextualization in the student's daily life, establishing links with meaningful
learning in the view of David Paul Ausubel and Paulo Freire; describe which formal
spaces are used by teachers and which methodologies are applied, in addition to
developing a manual of practical activities related to Environmental Education in the
context of a rural school located in the municipality of Wanderlândia, TO. The study was
characterized as a qualitative exploratory research carried out along the lines of a case
study, as a collection instrument the documentary analysis of the PPP was used and a
semi-structured questionnaire was applied to ten teachers assigned to the analyzed
teaching unit; the methodology was based on content analysis. Four distinct
characterizations of the environment were verified in the Political Pedagogical Project,
they are: environment and nature conservation; environment and health; environment and
community and environment and resources; it was found that the teachers of the rural
school still have a traditional and conservationist view on Environmental Education
relating it exclusively to the processes of conservation and nature preservation. That
teachers perceive rural education as a public policy that aims at valuing the rural
environment and uses the contextualization process to insert the syllabus in the reality
experienced by rural people, reflecting on the pedagogical practice of effective learning
meaning, which goes against the theory of meaningful learning advocated by David Paul
Ausubel and characterized by the pedagogy of freedom taking into account the empirical
knowledge experienced by students as a starting point for democratic, effective and
equality learning advocated by Paulo Freire. In this context, teachers of the rural school
believe that transdisciplinary in Environmental Education can be achieved through the
association between the theory of school syllabus and the daily life of rural students,
involving all subjects in a contextualized way through studies and projects educational
pedagogies, with the deficiency of physical and pedagogical structures being the main
obstacles faced for carrying out activities within the scope of Environmental Education
in the reality of the rural school |
| author_additional |
SANTOS, Claudia Scareli dos |
| author_additionalStr |
SANTOS, Claudia Scareli dos |
| author |
SILVA, Patrícia Carneiro da |
| title |
Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| title_short |
Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| title_full |
Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| title_fullStr |
Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| title_full_unstemmed |
Contribuições dos Espaços não Formais para a Educação Ambiental da Escola do Campo no Município de Wanderlândia, TO |
| title_sort |
contribuições dos espaços não formais para a educação ambiental da escola do campo no município de wanderlândia, to |
| publishDate |
2024 |
| url |
http://hdl.handle.net/11612/6561 |
| _version_ |
1797188874297933824 |
| score |
11.755432 |