Ensino de ciências, projeto político-pedagógico das escolas e os currículos praticados: uma possibilidade emancipatória a partir da educação ambiental / Science education, political-educational schools and curriculum applied: a possible emancipatory from the environmental education
AUTOR(ES)
Solange Castellano Fernandes Monteiro
DATA DE PUBLICAÇÃO
2009
RESUMO
The purpose of this work is to investigate and analyze the Environmental Education curriculum practices in schools, and also whether there are, in the Pedagogical Projects registered, any proposals in Environmental Education regarding de-pollution of the local rivers and its link to the formation of the called eco-citizen. In other words, the work aims to investigate whether in elementary schools (public and private ones) near the Pavuna River, in Pavuna, Rio de Janeiro, the pedagogical projects include environmental issues as a key topic for a vision of multi-causality and interlocution with the world, or the projects comprise Environmental Education proposals as curriculum practices disentailed of the students daily lives. For this research, I elected two schools near the Pavuna River in Rio de Janeiro. It is applied a descriptive study of the daily lives, using a qualitative approach. The instrument used to collect the data was a semi-structured questionnaire applied to students and teachers in order to understand the perceptions and the Environmental Education practices used by students and teachers regarding local problems. It was also used an interview recorded with two Science teachers in order to observe the concerns related to the pedagogical practices. The data collected were analyzed from a multiplicity of references, searching several voices to understand the reality studied. Based on the results obtained, we can conclude that the Pedagogical and Political Projects in schools do not give priority to the Environmental Education proposals, or to the daily practices in schools. Thus, it was necessary to investigate these how practices in order to understand the Environmental Education curricula, and it can allow more emancipative actions. From this point, we can go back to the notion of the importance of the studies on/of/with the daily practices in order to understand the new horizon of the pedagogical, political and theoretical debate to the field of Education in this case, the teaching of Science.
ASSUNTO(S)
educação ambiental/metódos ciências/educação entrevista science/education ciencias interview environmental education/methods
