Percepção ambiental: uma análise a partir de histórias de professores residentes nas imediações do rio morto, Tubarão, Santa Catarina

• Ano de defesa: 2011
• Autor(a) principal: Braga, Rafael Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Percepção ambiental; Educação ambiental; História de professores
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3490

This study analyses the environmental perception of the teachers working in schools that are located near the "Dead River" - TUBARÃO - Santa Catarina, and residents in the area, as the social, economic and environmental resource that, as well as evaluating the links affective established with it, to support future programs of environmental education in formal context. It is a hallmark of phenomenological qualitative research according to Moreira (2004). We interviewed five teachers of elementary education in public schools.The analysis of environmental perception was performed using the analysis of fragments of the stories of teachers working in schools that are cut by the "Dead River" and that necessarily are also living of these communities. Analyses of the data was done through the identification of emerging categories based in Moraes (2005), observing the issues raised by Sauvé (1995), Hart (2005) and others. Several authors (NEINMAN, 2008; HART, 2005; SMITH, 2004; TEIXEIRA, 2003; KRAMER and SOUZA, 1996; MINAYO, 1996; THOMPSON, 1992) tell on the use of stories of people in social researches . To analyze the history of these teachers have been established identification criteria. By analyzing the story told by the teachers, is the perceived that the "Dead River" had influence in the lives of several of them. About the link affective, there was existence, today. In this present study, seems there to be a thin line between affection generated by nature as "nature" and the affection generated by nature, in this case, as a resource. Considering the value that these teachers atttibule to the river have the predominance of economic and emotional value. Regarding the representation of the environment, based on the representation of Sauvé (2005, 1996) in an adaptation of such representation, The River represents a resource to be used by the human population. When describing the atmosphere of "Dead River" indicate elements such as: the water, the river, the ciliar vegetation, the trees, the animals. With regard to social representation from Reigota (1995, 2001) dominates an anthropocentric representation, while the vision of Tamayo (2000) is utilitarian. The social factors, political and cultural are mentioned as factors that favor and difficult the process of mobilization. How difficult to mobilize, reinforce the individualism of the people. It appears from this research that a process of environmental education in these communities should focus on issues of socio-economic, aspects relevant to the process of building and information about the local ecosystem, the identification of social agents in the community can to work as environmental educators, the training of multipliers for Environmental Education, the clarification of concepts and still charged an education of value, feeling, and a relationship of complicity with the other. In this direction, it is recommended that: a process of environmental education that encompasses students, teachers and community residents, to facilitate the establishment of a relationship between man and nature, and inseparable whole , that the environment of "Dead River" can be read and understood by all, both from a biological standpoint, either as part of the landscape and of vital importance to the local ecosystem / regional but also of social interrelationships .More over, because it is teachers in public schools, it is also important that the public sphere is committed to processes of continuous formation of teachers with a view to training individuals committed to the socio-environmental and the development of sustainable societies. It is suggested within the academy that studies be conducted with teachers, within the theme of Environmental Education, and the development of educational projects with a view to their deployment and committed to building sustainable societies.