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Abstract(s)
A educação ambiental (EA) é uma práxis educativa e social que influencia na formação de valores, conceitos éticos, habilidades e, principalmente, atitudes que contribuem para a atuação responsável dos indivíduos em relação ao meio ambiente. Importantes autores como Layargues, Loureiro, Tristão, Reigota, entre outros, tem investigado esta temática nas últimas décadas. Apesar da EA estar presente no sistema de ensino Brasileiro, a partir do tema transversal Meio Ambiente, como previsto em lei pelos Parâmetros Curriculares Nacionais (PCNs), a sua inclusão enfrenta inúmeros desafios, pois a forma tradicional de ensino, pautada por currículos não flexíveis, é marcante nas nossas escolas. Neste sentido, interessou-nos investigar o caso do Campus de Patos de Minas, do IFTM, tendo para o efeito sido desenhado um estudo com o qual procuramos conhecer a forma como o tema EA é desenvolvido com os alunos. Recorremos a uma metodologia qualitativa, no formato de estudo de caso. Participaram no estudo 19 professores, que responderam a um questionário com perguntas abertas. Os principais resultados mostraram que, apesar dos docentes entenderem a importância da implementação da temática EA no seu contexto educacional, num formato interdisciplinar, a realidade do cotidiano escolar da instituição estudada evidenciou a existência de várias dificuldades metodológicas. Os pontos investigados ressaltaram uma postura conservacionista e minimalista por parte dos professores que, ao orientarem a sua prática pedagógica através de atividades meramente pontuais, demonstraram insegurança em relação à implementação da temática EA nas suas unidades curriculares as quais, na maioria das vezes, se apresentam dissociadas das outras áreas do conhecimento
Environmental education (EA) is an educational and social praxis that influences the formation of values, ethical concepts, abilities and, above all, attitudes that contribute to the responsible performance of individuals in relation to the environment. Important authors such as Layargues, Loureiro, Tristão, Reigota, among others, have investigated this subject over the last decades. Although EA is present in the Brazilian education system, as part of the transversal theme of the Environment, as prescribed by the National Curriculum Parameters (NCPs), its inclusion faces numerous challenges, since the traditional way of teaching, based on an inflexible curriculum, still prevails in our schools. Therefore, our goal was to investigate the case of Instituto Federal do Triângulo Mineiro (IFTM) Patos de Minas campus, and for this purpose a study was designed, by means of which we attempted to find out how the EA theme is developed among the students. We made use of a qualitative methodology for the case study format. Nineteen teachers participated in the study, who answered a questionnaire with open-ended questions. The main results showed that, despite the teachers’ understanding of the importance of implementing the EA theme in their educational context, in an interdisciplinary way, the reality of the institution’s daily life evidenced the existence of several methodological difficulties. The points investigated highlighted conservationist and minimalist attitudes on the part of the teachers who, while orienting their pedagogical practice through merely punctual activities, demonstrated insecurity in relation to the implementation of the EA theme in their curricular units, which, in most cases, were perceived to be dissociated from other areas of knowledge
Environmental education (EA) is an educational and social praxis that influences the formation of values, ethical concepts, abilities and, above all, attitudes that contribute to the responsible performance of individuals in relation to the environment. Important authors such as Layargues, Loureiro, Tristão, Reigota, among others, have investigated this subject over the last decades. Although EA is present in the Brazilian education system, as part of the transversal theme of the Environment, as prescribed by the National Curriculum Parameters (NCPs), its inclusion faces numerous challenges, since the traditional way of teaching, based on an inflexible curriculum, still prevails in our schools. Therefore, our goal was to investigate the case of Instituto Federal do Triângulo Mineiro (IFTM) Patos de Minas campus, and for this purpose a study was designed, by means of which we attempted to find out how the EA theme is developed among the students. We made use of a qualitative methodology for the case study format. Nineteen teachers participated in the study, who answered a questionnaire with open-ended questions. The main results showed that, despite the teachers’ understanding of the importance of implementing the EA theme in their educational context, in an interdisciplinary way, the reality of the institution’s daily life evidenced the existence of several methodological difficulties. The points investigated highlighted conservationist and minimalist attitudes on the part of the teachers who, while orienting their pedagogical practice through merely punctual activities, demonstrated insecurity in relation to the implementation of the EA theme in their curricular units, which, in most cases, were perceived to be dissociated from other areas of knowledge
Description
Keywords
Educação Ambiental Currículo Interdisciplinaridade Environmental education Curriculum Interdisciplinarity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação