A formação em educação ambiental no município de Navegantes-SC: entre o desejável e o possível

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

This paper analyzes the learning process of a group of city and state public school teachers of Navegantes Santa Catarina, who participated in a continuing education group in Environmental Education (EE), administered in 2007-2008 by the Research Group in Education, Environmental Studies and Society GEEAS, which is linked to the Master‟s degree program in Education at UNIVALI. The objectives of the study were to analyze the educational strategies resources and actions developed during and after the training; to characterize the limits, obstacles and possibilities for the insertion of EE objectives and strategies, and to identify the commitments taken on, changes in attitude, and environmental values experienced within this process. The theoretical background was based on the principals and objectives of Environmental Education and continuing education, taking a critical approach (GUIMARÃES, 2000, 2004; CARVALHO, 2002, 2004; TOZONI-REIS, 2004; GUERRA &TAGLIEBER, 2007, among others). A qualitative approach was used, of the case study type (ANDRÉ, 2005), and the procedures of content analysis defined by (BARDIN, 1977) were used for the data analysis, focusing on the analysis of two documents: the questionnaires applied, and the focal group session conducted at the end of the educational process, complemented by semi-structured interviews with the seven teachers from Navegantes who participated in the educational process. With regard to process of learning the theoretical and methodological bases in EE, on the generator theme of sustainability and the use of technologies, the study demonstrated that despite the limitations imposed by the precarious teaching conditions, connection of the pedagogical work of the teacher to the text book, popular magazines, news in internet sites and a lack of habit of using the literature in the are, significant learning of some of the theoretical references and methodological approaches to develop their projects was perceived before and after the educational process. The strategies developed in the projects, in the schools, were based on the theme of generating sustainability, a theme that the educators affirmed they did not know about before the course, in terms of its definition and social importance. Despite all the effort of the teachers to put their projects into practice in the schools, it was difficult to involve their colleagues, pedagogical teams and local community, as there are a lot of ideas to mobilize society, but in practice these activities are carried out very sporadically. Despite the advances in public policies to support EE policies and environmental awareness as part of the curriculum, through the analysis of the documents and reports of the teachers, the conclusion of the national research O que fazem as escolas que dizem que fazem Educação Ambiental (What schools that claim to practice Environmental Education do) (TRAJBER &MENDONÇA, 2006) was confirmed, which points out how EE has been being dealt with in the schools, outside the curriculum and especially in the form of projects, not always with the due continuity. It was also verified that EE has being incorporated into specific courses, which become responsible for organizing this theme, which should be dealt with in a transversal manner, becoming part of the Political-Pedagogical Project of each school. It is understood that the continuing education of teachers in EE should encourage participation in terms of citizenship, seeking to change values and attitudes, as the course is concerned to promote a learning process towards a more active citizenship, preparing the teachers to critically analyze the reality, and consequently, contribute to well-being and quality of life

ASSUNTO(S)

navegantes educacao environmental education continuing education teaching practice navegantes educação ambiental professores - formação formação continuada prática docente

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