Abordagem pedagógico-didática da educação ambiental para o desenvolvimento sustentável
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2014
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Atualmente, a sustentabilidade tornou-se a base de quase todo o pensamento
económico. O conceito de sustentabilidade pode decompor-se em três dimensões: ambiental,
social e económica. A dimensão sobre a qual incide o presente estudo enfoca sobre o
ambiente.
A ideia base deste estudo foi procurar indícios de que, pela utilização de práticas,
ambientalmente responsáveis, pode ser possível obter bons resultados a nível pedagógico,
utilizando a didática intrínseca nos projetos ambientais. Consequentemente, um dos objetivos
desta tese é estudar a possível relação entre a sustentabilidade (dimensão ambiental) e os
projetos ambientais existentes nas escolas que contribuem para a educação ambiental dos
alunos. O segundo objetivo da tese passa por auscultar escolas portuguesas, com trabalho já
desenvolvido neste tema, verificando assim em que medida a pesquisa bibliográfica confirma
ou não a realidade atual. Pretende-se pois formular uma heurística que permita determinar a
existência ou não de indícios que nos comprovem a existência dum impacte positivo da
relação atrás referida confirmando assim a conjetura inicial.
Os conceitos, Educação Não Formal, Formal e Informal ajudam a clarificar e colmatar
algumas limitações, condicionantes e dificuldades com que atualmente a escola e o ensino se
deparam. Na presente tese procurou-se clarificar estes termos e referir alguns exemplos dos
vários conceitos de educação de acordo com as definições desses termos.
Dada a natureza do estudo optou-se por uma metodologia de investigação qualitativa,
em que os instrumentos de recolha de dados foram questionários a cinquenta e um alunos
(vinte e oito alunos do 10º ano do curso de ciência e tecnologia de uma escola situada em
Sintra e vinte e três alunos do 10º ano de socioeconómicas de outra escola secundária sita no
Cacém) que participam nos projetos ambientais e atividades no âmbito destes projectos. Foi
realizado um questionário de controlo a seis alunos do 10º ano da turma de ciência e
tecnologia de uma escola secundária em Sintra.
Efectuaram-se entrevistas a cinco professores do ensino secundário que no ano que
decorreu a realização deste trabalho acumulavam a função de coordenadores dos projetos
ambientais existentes nas escolas onde lecionavam. Dois destes professores lecionavam na
escola de Sintra, um dos docentes lecionava no Cacém, um em Torres Novas e o outro na
Póvoa de Varzim. Foi realizada uma entrevista de controlo a um professor coordenador dos
projetos ambientais numa escola secundária em Sintra. Todos os docentes entrevistados lecionavam em turmas do 10º ano de escolaridade em
escolas secundárias do ensino público.
Conclui-se através da análise dos questionários e das entrevistas realizadas aos
docentes, existir uma preocupação já considerável em torno da educação ambiental,
reconhecendo, em ambas as situações, o potencial resultante da aplicabilidade da
sustentabilidade, nomeadamente na sua dimensão ambiental, nas atividades pedagógicodidáticas
decorrentes dos projetos ambientais em curso nas escolas e que contribuem para o
desenvolvimento sustentável.
O estudo efetuado revela algumas limitações no campo da continuidade dos projetos
nos anos letivos que se seguem à realização do estudo, uma vez que, estes projetos são de
adesão voluntária e, com as várias reformas no ensino, foram retiradas as horas cedidas aos
docentes que contemplavam o acompanhamento de projetos desta envergadura. Os docentes e
discentes têm agora de utilizar o seu tempo livre para darem continuidade aos projetos. No
entanto, através da realização deste estudo, verificou-se uma continuidade na adesão dos
alunos aos projetos nas escolas e nas atividades realizadas no âmbito destes projetos
assegurando a envolvência de todos.
Outra das limitações deste estudo é a vertente social, que não foi aprofundada, de
forma a contemplar aquilo que os alunos levam para casa para partilharem com os pais e
familiares e o seu contributo para a sociedade. Esta vertente teria de ser estudada e
aprofundada num trabalho futuro, onde possivelmente se iria entrevistar os pais dos alunos, os
amigos, membros de associações das quais fazem parte ou outras pessoas que convivam
periodicamente com os alunos e consigam testemunhar as vivências, preocupações e atitudes
relacionadas com o ambiente.
Currently, sustainability has become the basis of almost all economic thinking. The concept of sustainability can be decomposed into three dimensions: environmental, social and economic. The scale on which this study focuses focuses on the environment. The basic idea of this study was to seek evidence that the use of practical, environmentally responsible, it may be possible to obtain good results in pedagogical terms, using didactic inherent in environmental projects. Consequently, one of the goals of this thesis is to study the possible relationship between sustainability (environmental dimension) and existing environmental projects in schools that contribute to the environmental education of students. The second aim of the thesis involves listening Portuguese schools, with work already done in this area, thus verifying to what extent the literature confirms whether or not the current reality. It is therefore intended to formulate a heuristic for determining the presence or absence of evidence proving the existence of a positive impact of the aforementioned relationship thus confirming the initial conjecture. The concepts, Non Formal Education, Formal and Informal help to clarify and address some limitations, constraints and difficulties that currently the school and the teaching encounter. In this thesis we tried to clarify these terms and cite some examples of the various concepts of education in accordance with the definitions of these terms. Given the nature of the study it was decided by a qualitative research methodology, in which the instruments of data collection were questionnaires to fifty-one students participating in environmental projects and activities under these projects to two middle school classes from two schools of public education. Twenty-eight students of the 10th year of science and technology in a school located in Sintra and twenty-three students from the 10th grade of high school socioeconomic another precinct in Cacém. A questionnaire was conducted to control six students of the 10th grade class science and technology in a secondary school in Sintra. Interviews were conducted five secondary school teachers in that year held this work accumulate function coordinators of existing environmental projects in schools where they teach. Two of these teachers teach in the school of Sintra, one of the teachers teaches at Cacém, one in Torres Novas and the other in Póvoa de Varzim. An interview to a control coordinator teacher of a secondary school environmental projects was held in Sintra. All interviewed teachers teach classes in the 10th grade in secondary schools of public education. We conclude by analyzing the questionnaires and interviews conducted with teachers, already be a considerable concern about environmental education, recognizing, in both situations, the resulting potential applicability of sustainability, particularly in its environmental dimension in educational activities - teaching resulting from ongoing environmental projects in schools and contribute to sustainable development. The study carried out shows some limitations in the field of continuity of projects in academic years following the completion of the study, since these projects are voluntary and with the various reforms in education were obtained from the hours assigned to teachers who contemplated the monitoring of projects of this scale. Teachers and students now have to use your free time to be able to continue the project. However, through this study, there was continuity in the membership of students to projects in schools and activities under these projects ensuring the involvement. Another limitation of this study is the social aspect, which was not pursued further, in order to consider what students take home to share with parents and family and their contribution to society. This component would have to be studied in-depth in future work, which would possibly interviewing the parents, friends, members of associations to which they belong or others who live together periodically with students and be able to witness the experiences, concerns and attitudes related to the environment.
Currently, sustainability has become the basis of almost all economic thinking. The concept of sustainability can be decomposed into three dimensions: environmental, social and economic. The scale on which this study focuses focuses on the environment. The basic idea of this study was to seek evidence that the use of practical, environmentally responsible, it may be possible to obtain good results in pedagogical terms, using didactic inherent in environmental projects. Consequently, one of the goals of this thesis is to study the possible relationship between sustainability (environmental dimension) and existing environmental projects in schools that contribute to the environmental education of students. The second aim of the thesis involves listening Portuguese schools, with work already done in this area, thus verifying to what extent the literature confirms whether or not the current reality. It is therefore intended to formulate a heuristic for determining the presence or absence of evidence proving the existence of a positive impact of the aforementioned relationship thus confirming the initial conjecture. The concepts, Non Formal Education, Formal and Informal help to clarify and address some limitations, constraints and difficulties that currently the school and the teaching encounter. In this thesis we tried to clarify these terms and cite some examples of the various concepts of education in accordance with the definitions of these terms. Given the nature of the study it was decided by a qualitative research methodology, in which the instruments of data collection were questionnaires to fifty-one students participating in environmental projects and activities under these projects to two middle school classes from two schools of public education. Twenty-eight students of the 10th year of science and technology in a school located in Sintra and twenty-three students from the 10th grade of high school socioeconomic another precinct in Cacém. A questionnaire was conducted to control six students of the 10th grade class science and technology in a secondary school in Sintra. Interviews were conducted five secondary school teachers in that year held this work accumulate function coordinators of existing environmental projects in schools where they teach. Two of these teachers teach in the school of Sintra, one of the teachers teaches at Cacém, one in Torres Novas and the other in Póvoa de Varzim. An interview to a control coordinator teacher of a secondary school environmental projects was held in Sintra. All interviewed teachers teach classes in the 10th grade in secondary schools of public education. We conclude by analyzing the questionnaires and interviews conducted with teachers, already be a considerable concern about environmental education, recognizing, in both situations, the resulting potential applicability of sustainability, particularly in its environmental dimension in educational activities - teaching resulting from ongoing environmental projects in schools and contribute to sustainable development. The study carried out shows some limitations in the field of continuity of projects in academic years following the completion of the study, since these projects are voluntary and with the various reforms in education were obtained from the hours assigned to teachers who contemplated the monitoring of projects of this scale. Teachers and students now have to use your free time to be able to continue the project. However, through this study, there was continuity in the membership of students to projects in schools and activities under these projects ensuring the involvement. Another limitation of this study is the social aspect, which was not pursued further, in order to consider what students take home to share with parents and family and their contribution to society. This component would have to be studied in-depth in future work, which would possibly interviewing the parents, friends, members of associations to which they belong or others who live together periodically with students and be able to witness the experiences, concerns and attitudes related to the environment.
Descrição
Orientação : Maria Nubélia Silvestre Bravo
Palavras-chave
ENGENHARIA DO AMBIENTE, ENVIRONMENTAL ENGINEERING, DESENVOLVIMENTO SUSTENTÁVEL, SUSTAINABLE DEVELOPMENT, ENSINO SUPERIOR, SUSTAINABLE DEVELOPMENT, MESTRADO EM ENSINO DE FÍSICA E QUÍMICA NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO