Proposta de acções didáctico-pedagógicas para a promoção de educação ambiental a partir da disciplina de Geografia na 11 classe do ensino secundário geral: cidade de Nampula, Moçambique

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Environrnental Education is one of the basic conditions for changing societal behavior as regards the environmental management of the country. Nevertheless, the Environmental Formal Education in the Secondary School is offered on a generalized basis and it does not reflect our local reality which leads to a low environmental consciousness of students. This study, therefore, is undertaken on the basis of this problem. This research is qualitative and it is undertaken through a case study. To carry out the study, a school was chosen which lies in lhe outskirts ofthe northem capital of Mozambique -Nampula City. Geography, by definition, deals with environmental issues since its object of study is the relationship between Manlenvironrnent (and the current environrnental problems result from the ill-relationship between Man and nature) and because it deals with ecosystems (lithosphere, biosphere, atmosphere, hydrosphere). As a result, it has several potentialities to foster Environrnental Education. Due to the prevailing use of c1assicalmethods in Grade 11 Geography Syllabus whereby lhe teaching and learning processes are teacher-centered, it negatively contributes to lhe administration of Environmental Education which requires a learner -Çentered approach. However, it is hoped that with the use of the geographical principle of constant comparison to the student s reality, it will be possible to put into practice, in Mozambique, the two fundamental principles of education related to the environrnent recommended at conferences in Belgrade and Tiblissi - Environrnental Education based on actual students problems which ought to be active learning. The research results, on the one hand, revealed that Environrnental Formal Education processes have to center on reallife problems, reality that involves both teachers and students on an interdisciplinary basis. On the other hand, these research results recommend that Environrnental Education must be an active learning process

ASSUNTO(S)

active learning mozambique geografia -- estudo e ensino -- nampula (mocambique) realidade local aprendizagem activa educacao ambiental -- nampula (mocambique) ensino de geografia geography teaching ensino secundário geral educacao educação ambiental local reality secondary school environmental education moçambique

ACESSO AO ARTIGO

Documentos Relacionados