Educação ambiental segundo a abordagem ciência tecnologia-sociedade e ambiente (CTSA): utilização de problemáticas ambientais como suporte metodológico para construção de cenários educacionais em química
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2018-01-29
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Tendo em vista a importância da temática meio ambiente e das suas profundas alterações nos últimos anos, é que o presente trabalho tem como foco norteador a Educação Ambiental segundo a abordagem Ciência/Tecnologia/Sociedade e Ambiente (CTSA) a partir da utilização de problemáticas ambientais como suporte metodológico para construção de cenários educacionais em Química. A pesquisa se deu a partir do desenvolvimento de atividades educacionais que envolvessem assuntos lecionados em Química no ensino médio brasileiro, e que apresentassem ligação direta com Biologia, Geografia, Matemática, Física, Artes e etc, o que constitui a interdisciplinaride, sendo que o lócus de sua execução constituiu-se em um campus do Instituto Federal do Pará, situado no município de Abaetetuba(PA), pertencente ao Brasil. A partir da pesquisa bibliográfica e documental, foi escolhido um grupo de quatro alunos(as) monitores(as) dentre a turma pertencente ao segundo ano do ensino técnico e tecnológico regularmente matriculados nas disciplinas de Química, do IFPA-Campus de Abaetetuba, a partir da observação dos mesmos e, que, portanto, estavam em pleno desenvolvimento de suas atividades relacionadas à Química com o professor-pesquisador, e que passariam a serem monitores em trabalhos envolvendo os seus colegas de turma nas experimentações, produção e/ou pesquisa de vídeos, simuladores, histórias em quadrinhos, oficinas e workshops que depois seriam socializados às demais escolas que passariam a serem envolvidas na pesquisa, abarcando diversos temas com chamamento ambiental e que servissem de suporte metodológico para construção de cenários educacionais em Química, e que encampassem o desenvolvimento de questões relevantes para o desenvolvimento do currículo educativo e pudessem despertar o educando para uma conscientização e preocupação com problemáticas ambientais. Nessa abordagem envolvendo a Educação Ambiental (EA), esta foi inserida, uma vez que se ocupa com a formação de cidadãos informados e esclarecidos e não apenas com a formação de conceitos, mas, de capacidades, comportamentos e atitudes necessários para envolver e apreciar as relações de interdependência entre o homem, o seu meio cultural e o ambiente. Como os alunos apresentam grande rejeição e dificuldades a muitos conceitos abstratos que surgem na disciplina Química, utilizou-se no presente trabalho a concepção de Aprendizagem Significativa conforme a teoria de David Ausubel. Fomentou-se a construção de Mapas Conceituais, que são diagramas bidimensionais que proporcionam a representação de relações entre conceitos por meio de proposições em um determinado tópico, e que serviram como uma das estratégias de ensino, avaliação, estudo e dentre outros a fim de se melhorar o ensino aprendizagem de Química, e também desenvolve-se considerações importantes no que tange à EA. Nos processos de avaliação de ensino e de aprendizagem, optou-se por corroborar a metodologia da avaliação continuada segundo autores renomados dessa literatura no Brasil.
Given the importance of the environment issue and their profound changes in recent years, the present paper is guided focus on the Environmental Education Science/Technology/Society and Environment approach (EESTS), from the utilization of environmental problems as a methodological support to build educational scenarios in Chemistry. The research was based on the development of educational activities involving subjects taught in Chemistry in Brazilian high schools, which presented a direct connection with Biology, Geography, Mathematics, Physics, Arts and etc, broadly defined as interdisciplinary studies. The locus of the project implementation was the campus of the Federal Institute of Pará, located in the city of Abaetetuba (PA), Brazil. Based on the bibliographical and documentary research, a group of four monitors was chosen, among students enrolled in Chemistry of the second year of technical and technological education of the IFPA-Campus Abaetetuba. It has been observed that these students were in full development of their activities related to Chemistry and their teacher/researcher, and that they would also be monitoring the work involving their classmates such as trials, production and/or video research, simulators, comic books, and workshops. These activities will then be extended to other schools which would also be involved in research, covering various topics with environmental emphasis, playing the role as the methodological support to build educational scenarios in Chemistry and encompassing the development of issues relevant to the development of an educational curriculum. It is expected that students be awaken to an awareness and concern in environmental issues. In this approach, the field Environmental Education (EE) was included, since it deals with the formation of educated citizens, not only with the formation of concepts, but also to the capacities, behaviors and attitudes necessary to engage and appreciate the interdependency between the human being and his cultural environment. Since students have a great rejection and hardship to many abstract concepts in the field of Chemistry, the David Ausubel’s theory of Meaningful Learning Approach was used in this paper. It was emphasized the construction of two-dimensional diagrams concept maps, which provide the representation of concept relationships by proposing a particular topic serving as a teaching strategy, assessment, study, in order to improve the teaching and learning of Chemistry and also develop important considerations regarding environmental education. In the assessment of teaching and learning we have chosen to support the continued evaluation methodology about renowned authors of subject literature in Brazil.
Given the importance of the environment issue and their profound changes in recent years, the present paper is guided focus on the Environmental Education Science/Technology/Society and Environment approach (EESTS), from the utilization of environmental problems as a methodological support to build educational scenarios in Chemistry. The research was based on the development of educational activities involving subjects taught in Chemistry in Brazilian high schools, which presented a direct connection with Biology, Geography, Mathematics, Physics, Arts and etc, broadly defined as interdisciplinary studies. The locus of the project implementation was the campus of the Federal Institute of Pará, located in the city of Abaetetuba (PA), Brazil. Based on the bibliographical and documentary research, a group of four monitors was chosen, among students enrolled in Chemistry of the second year of technical and technological education of the IFPA-Campus Abaetetuba. It has been observed that these students were in full development of their activities related to Chemistry and their teacher/researcher, and that they would also be monitoring the work involving their classmates such as trials, production and/or video research, simulators, comic books, and workshops. These activities will then be extended to other schools which would also be involved in research, covering various topics with environmental emphasis, playing the role as the methodological support to build educational scenarios in Chemistry and encompassing the development of issues relevant to the development of an educational curriculum. It is expected that students be awaken to an awareness and concern in environmental issues. In this approach, the field Environmental Education (EE) was included, since it deals with the formation of educated citizens, not only with the formation of concepts, but also to the capacities, behaviors and attitudes necessary to engage and appreciate the interdependency between the human being and his cultural environment. Since students have a great rejection and hardship to many abstract concepts in the field of Chemistry, the David Ausubel’s theory of Meaningful Learning Approach was used in this paper. It was emphasized the construction of two-dimensional diagrams concept maps, which provide the representation of concept relationships by proposing a particular topic serving as a teaching strategy, assessment, study, in order to improve the teaching and learning of Chemistry and also develop important considerations regarding environmental education. In the assessment of teaching and learning we have chosen to support the continued evaluation methodology about renowned authors of subject literature in Brazil.
Descrição
Dissertação de Mestrado em Engenharia do Ambiente
Palavras-chave
Educação ambiental , Preservação , Aprendizagem , Suportes educacionais