Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silveira, Patricia Vieira Sarmento |
| Orientador(a): |
Sousa, Clarilza Prado de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23469
|
Resumo: |
The aim of this research was understand how the teaching knowledge guides pedagogical practices on environmental knowledge for the future, with indications for training of teachers. The theory of social representations was used. The relevance of this study concerning with the relationship between environmental knowledge and sustainability, which is desired to respond to the purposes of the current world. The exploitation of natural resources, combined with inequalities and an unsustainable economic, requires different ways of life that meet the future generations. Sustainability, expressed by sustainable development and the Sustainable Development Goals (DSDG), is considered in the National Common Curricular Base (BNCC) and thus, in the new school curriculum. This study was conducted with teachers from municipal education system of São Paulo, which work in Elementary School I and II. The theoretical references used were Moscovici, Jovchelovitch and Leff. Five teachers from Elementary School I and II took part of the research, in a focus group and semi-structured interview, with two teachers. Data analysis is based on the theory of Social Representations. It was identified that teachers realize the environmental dimension of sustainability, mainly on production and waste disposal, but do not articulate social and economic dimensions. They also showed that they do not know how to deal sustainability based on the students' reality. They recognize the meaning of the topic but act isolated, and emphasize that it seems that only the school is committed to addressing the issue in the training of the students. It is indicated that the topic must be contemplate as knowledge to be unveiled in the formative process. Also that the training must be collaborative, political and involves all school professionals, as it is not a curricular component, but an interpretation, a principle to be present in the different school dimensions |
