A educação ambiental e meio ambiente: as práticas pedagógicas de professores de educação ambiental do 9º ano do ensino fundamental em uma escola pública do Estado do Amazonas - um estudo de caso
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2018-05-25
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Esta pesquisa analisa as práticas pedagógicas dos professores no ensino de educação ambiental do 9º ano do ensino fundamental em uma escola pública do estado do Amazonas, a partir das propostas curriculares do 9º ano. Verificou-se como se caracterizam as práticas pedagógicas de professores no ensino de educação ambiental. Para tanto utilizou-se como referencial normativo os Parâmetros Curriculares Nacionais – PCN e a legislação de educação ambiental brasileira e ainda o Projeto Político-Pedagógico da escola investigada. Incluiu-se a estes a literatura referente à educação ambiental. No que refere à metodologia, utilizou-se uma metodologia de cunho qualitativo de estudo de caso que compreendeu: análise documental (Parâmetros Curriculares Nacionais – PCN, Projeto Político-Pedagógico da Escola); Entrevista semiestruturada ao gestor da escola e aos professores observados; Observação naturalista não participante de aulas dos professores, um de cada disciplina: Língua Portuguesa, Matemática, Geografia, História, Ciências e Artes). Percebeu-se no processo de investigação que o ensino de educação ambiental é dado de forma pontual e solitariamente ministrado na transversalidade. Porém, não podemos negar os esforços e as atitudes ativas frente ao problema de conhecimento que os professores de geografia, matemática, língua portuguesa e artes tiveram ao desenvolverem temas ambientais.. As metodologias utilizadas pelos professores embora aplicassem metodologias diversificadas em algumas aulas, ainda prevaleceu aulas expositivas dialogadas. Um dado a ser destacado refere-se a metodologia utilizada pelo professor de artes no ensino de educação ambiental, pois o mesmo ministrou as suas aulas, sempre abrindo espaço em círculo hermenêutico, promovendo a interação e participação de todos os alunos, mesmos em suas aulas expositivas dialogadas, o mesmo possibilitava a abertura ao diálogo. Esse modo de ensinar redundou na produção de uma paródia baseada em uma toada regional, de autoria dos alunos em parceria com o professor, cujo tema versa sobre a importância da escola e do meio ambiente. Observou-se que os conteúdos trabalhados na maioria das aulas de artes observadas atendem aos blocos de conteúdos sugeridos pelos Parâmetros Curriculares Nacionais, quando sugerem: “a apreciação dos aspectos estéticos da natureza, incluindo os produtos da cultura humana” e “a participação em atividades relacionadas à melhoria das condições ambientais da escola e da comunidade” (SEF, 2000, p.63). Assim sendo, percebeu-se que as práticas dos professores de geografia, matemática, língua portuguesa e artes, atendem de forma parcial as recomendações preconizadas pelos Parâmetros Curriculares Nacionais – PCN, até porque os PCN ao inserirem o meio ambiente como tema transversal propondo a utilização de metodologias interdisciplinares apontam para a renovação no currículo escolar como também para a possibilidade inovadora das práticas do ensino da educação ambiental. Nesse sentido, as práticas dos professores de geografia, artes, língua portuguesa e matemática no geral não atendem a essas recomendações. Observou-se que esses resultados apresentados possivelmente estão associados a falta de investimento em políticas publicas voltados à educação ambiental, em preparar e qualificar melhor os professores. Espera-se que essa tese possa de alguma forma contribuir para professores, alunos e pessoas que trabalham com a educação ambiental, para que continuem estudando e buscando soluções para a melhoria do ensino e da qualidade de vida no planeta.
This research analyzes the pedagogical practices of teachers in environmental education teaching of the 9th grade of elementary education in a public school in the state of Amazonas, based on the curricular proposals of the 9th grade. It was verified how the pedagogical practices of teachers are characterized in the teaching of environmental education. For this purpose, the National Curricular Parameters - PCN, the Brazilian environmental education legislation and the Political-Pedagogical Project of the investigated school were used as normative reference. It includ the literature on environmental education. Regarding the methodology, a qualitative methodology of case study was used, which included: documentary analysis (National Curricular Parameters - PCN, School's Political-Pedagogical Project); Semi-structured interview with the school manager and the teachers observed; Observation naturalist not participating in teachers' classes, one of each discipline: Portuguese Language, Mathematics, Geography, History, Sciences and Arts). It was noticed in the investigation process that the education of environmental education is given in a specific way and solitarily taught in the transversality. However, we can not deny the active efforts and attitudes towards the knowledge problem that teachers of geography, mathematics, Portuguese language and arts had when developing environmental themes. The methodologies used by teachers, although they applied diverse methodologies in some classes, still prevailed Lectures. A data to be highlighted refers to the methodology used by the teacher of arts in environmental education teaching, since the same ministered his classes, always opening space in a hermeneutical circle, promoting the interaction and participation of all students, same in their classes Dialogues, it also opened dialogue. This way of teaching has resulted in the production of a parody based on a regional tale, written by students in partnership with the teacher, whose theme is about the importance of school and the environment. It was observed that the contents worked in most of the observed arts classes meet the blocks of contents suggested by the National Curricular Parameters, when they suggest: "the appreciation of aesthetic aspects of nature, including the products of human culture" and "participation in activities Related to improving the environmental conditions of the school and the community "(SEF, 2000, p.63). Thus, it was noticed that the practices of teachers of geography, mathematics, Portuguese language and arts, partially attend the recommendations recommended by the National Curricular Parameters - PCN, even because the NCP inserting the environment as a cross-cutting theme proposing the use Of interdisciplinary methodologies point to the renewal in the school curriculum as well as to the innovative possibility of the practices of environmental education teaching. In this sense, the practices of teachers of geography, arts, Portuguese language and mathematics in general do not meet these recommendations. It was observed that these presented results possibly are associated with the lack of investment in public policies focused on environmental education, in better preparing and qualifying teachers. It is hoped that this thesis can somehow contribute to teachers, students and people working with environmental education, so that they continue to study and seek solutions to improve teaching and quality of life on the planet.
This research analyzes the pedagogical practices of teachers in environmental education teaching of the 9th grade of elementary education in a public school in the state of Amazonas, based on the curricular proposals of the 9th grade. It was verified how the pedagogical practices of teachers are characterized in the teaching of environmental education. For this purpose, the National Curricular Parameters - PCN, the Brazilian environmental education legislation and the Political-Pedagogical Project of the investigated school were used as normative reference. It includ the literature on environmental education. Regarding the methodology, a qualitative methodology of case study was used, which included: documentary analysis (National Curricular Parameters - PCN, School's Political-Pedagogical Project); Semi-structured interview with the school manager and the teachers observed; Observation naturalist not participating in teachers' classes, one of each discipline: Portuguese Language, Mathematics, Geography, History, Sciences and Arts). It was noticed in the investigation process that the education of environmental education is given in a specific way and solitarily taught in the transversality. However, we can not deny the active efforts and attitudes towards the knowledge problem that teachers of geography, mathematics, Portuguese language and arts had when developing environmental themes. The methodologies used by teachers, although they applied diverse methodologies in some classes, still prevailed Lectures. A data to be highlighted refers to the methodology used by the teacher of arts in environmental education teaching, since the same ministered his classes, always opening space in a hermeneutical circle, promoting the interaction and participation of all students, same in their classes Dialogues, it also opened dialogue. This way of teaching has resulted in the production of a parody based on a regional tale, written by students in partnership with the teacher, whose theme is about the importance of school and the environment. It was observed that the contents worked in most of the observed arts classes meet the blocks of contents suggested by the National Curricular Parameters, when they suggest: "the appreciation of aesthetic aspects of nature, including the products of human culture" and "participation in activities Related to improving the environmental conditions of the school and the community "(SEF, 2000, p.63). Thus, it was noticed that the practices of teachers of geography, mathematics, Portuguese language and arts, partially attend the recommendations recommended by the National Curricular Parameters - PCN, even because the NCP inserting the environment as a cross-cutting theme proposing the use Of interdisciplinary methodologies point to the renewal in the school curriculum as well as to the innovative possibility of the practices of environmental education teaching. In this sense, the practices of teachers of geography, arts, Portuguese language and mathematics in general do not meet these recommendations. It was observed that these presented results possibly are associated with the lack of investment in public policies focused on environmental education, in better preparing and qualifying teachers. It is hoped that this thesis can somehow contribute to teachers, students and people working with environmental education, so that they continue to study and seek solutions to improve teaching and quality of life on the planet.
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Educação Ambiental , Parâmetros Curriculares Nacionais.