Educação ambiental: análise dos instrumentos pedagógicos das escolas de Ensino Fundamental de Caruaru-PE em 2015
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2016
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O estudo, neste trabalho, aborda a Educação Ambiental pela Análise dos Instrumentos Pedagógicos, no Ensino Fundamental da rede pública estadual, na sede do município de Caruaru-PE em 2013, tendo como questão norteadora saber como a escola trabalha a construção e o desenvolvimento da consciência pública (art. 225 e inciso VI CF/88) sobre as questões ambientais tendo por base a Contribuição dos Instrumentos Pedagógicos: PCNs, TT, PP, PPP, etc. Nesse sentido procurou-se abordar a literatura recente acerca das categorias pertinentes ao objeto de estudo: EA, Ecopedagogia, Ética Ambiental e Instrumentos Pedagógicos, a fim de compreender o Contexto no qual nos propomos estudar e investigar. Quanto ao Objetivo Geral foi de compreender de que maneira a escola, enquanto espaço propiciador de ações reflexivas dos aspectos culturais, sociais, político e econômico interrelacionados na sociedade, trabalha o desenvolvimento da Consciência Pública, sobre as questões ambientais, através dos instrumentos pedagógicos. O interesse em pesquisar a resposta da questão supracitada foi querer saber quais os procedimentos aplicados e a trilha pedagógica e metodológica percorrida pela escola, na busca de se identificar se há ou não entraves na adoção de pedagogia de projeto, aquisição e melhoria de práticas construtivistas e interdisciplinar dos profissionais da educação. Os autores que ancoraram e subsidiaram o estudo foram: Leef (2001), Gadotti (2000), Morim (2002), Delors (1998), Reigota (1998), Jacob (1999), Richardson (1999), Laville e Dione (1999), Bardim (1977) e outros. O resultado da investigação evidencia que a escola movida pela Lei 9394/96 (Lei de Diretrizes e Bases da Educação Nacional), pelo Art 225, inciso VI da Constituição Federal de 1988 e pelos Parâmetros Curriculares (PCNs) continua atrelada ao paradigma dominante e a Pedagogia Tradicional, longe de fazer a ruptura: adotar a Pedagogia de Projetos na Educação Ambiental. Daí concluiu-se que a falta de atualização e renovação de saberes e conhecimentos pertinentes implica na falta de reflexão e atuação na ação; falta de aquisição e melhoria das práticas e Construção de consensos que gerem compromissos comuns para qualidade efetiva da Educação Ambiental.
The study in this paper addresses the Environmental Education at the Pedagogical Analysis in Elementary Education from the public schools in the town of Caruaru-PE in 2013, the following guiding question to know how the school works construction and the development of public awareness (Article 225 and section VI CF/88) on environmental issues based on the contribution of the Pedagogical: PCNs, TT, PP, PPP, etc.. Accordingly sought to address the latest about the object of study relevant to literature categories: EA, Ecopedagogy, Environmental Ethics and Pedagogical in order to understand the context in which we propose to study and investigate. As for General Purpose was to understand how the school as a helping space of reflective actions of cultural, social, political and economic aspects interrelated in society, the development works of the Public Awareness about environmental issues through educational tools. The interest in researching the answer the above question was wondering what procedures applied and the pedagogical and methodological path traveled by the school, in seeking to identify whether there are barriers in the adoption of pedagogical design, acquisition and improvement of constructivist practices and interdisciplinary education professionals. The authors who anchored and subsidized the study were: Leef (2001), Gadotti (2000), Calico (2002), Delors (1998), Reigota (1998), Jacob (1999), Richardson (1999), Laville and Dione (1999 ) Bardim (1977) and others. The result of the investigation shows that the school moved by Law 9394/96 (Law of Directives and Bases of National Education), at Art 225, section VI of the Federal Constitution of 1988 and by the National Curriculum Parameters (PCN) remains tied to the dominant paradigm and Traditional pedagogy, far from making the break: adopt the Project Pedagogy in Environmental Education. Hence it was concluded that the lack of update and renewal of knowledge and relevant knowledge implies the lack of reflection and action in action; lack of acquisition and improvement of practices and building consensus that manage shared commitment to effective quality environmental education.
The study in this paper addresses the Environmental Education at the Pedagogical Analysis in Elementary Education from the public schools in the town of Caruaru-PE in 2013, the following guiding question to know how the school works construction and the development of public awareness (Article 225 and section VI CF/88) on environmental issues based on the contribution of the Pedagogical: PCNs, TT, PP, PPP, etc.. Accordingly sought to address the latest about the object of study relevant to literature categories: EA, Ecopedagogy, Environmental Ethics and Pedagogical in order to understand the context in which we propose to study and investigate. As for General Purpose was to understand how the school as a helping space of reflective actions of cultural, social, political and economic aspects interrelated in society, the development works of the Public Awareness about environmental issues through educational tools. The interest in researching the answer the above question was wondering what procedures applied and the pedagogical and methodological path traveled by the school, in seeking to identify whether there are barriers in the adoption of pedagogical design, acquisition and improvement of constructivist practices and interdisciplinary education professionals. The authors who anchored and subsidized the study were: Leef (2001), Gadotti (2000), Calico (2002), Delors (1998), Reigota (1998), Jacob (1999), Richardson (1999), Laville and Dione (1999 ) Bardim (1977) and others. The result of the investigation shows that the school moved by Law 9394/96 (Law of Directives and Bases of National Education), at Art 225, section VI of the Federal Constitution of 1988 and by the National Curriculum Parameters (PCN) remains tied to the dominant paradigm and Traditional pedagogy, far from making the break: adopt the Project Pedagogy in Environmental Education. Hence it was concluded that the lack of update and renewal of knowledge and relevant knowledge implies the lack of reflection and action in action; lack of acquisition and improvement of practices and building consensus that manage shared commitment to effective quality environmental education.
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Orientação: José Gregório Viegas Brás
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO BÁSICO, EDUCAÇÃO AMBIENTAL, ÉTICA AMBIENTAL, PEDAGOGIA, MEIO ESCOLAR, RECURSOS EDUCATIVOS, ESTUDOS DE CASO, ESCOLAS, BRASIL, CARUARU, EDUCATION, PRIMARY EDUCATION, ENVIRONMENTAL EDUCATION, ENVIRONMENTAL ETHICS, PEDAGOGY, SCHOOL ENVIRONMENT, EDUCATIONAL RESOURCES, CASE STUDIES, SCHOOLS, BRAZIL, CARUARU