EDUCOMUNICAÇÃO SOCIOAMBIENTAL: UMA PROPOSTA METODOLÓGICA PARA O TRABALHO DA TEMÁTICA AMBIENTAL NO CONTEXTO ESCOLAR

• Ano de defesa: 2016
• Autor(a) principal: França, Elizabete
• Orientador(a): Kataoka, Adriana Massâe
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: educação ambiental crítica; educação do campo; educomunicação; material paradidático
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://localhost:8080/tede/handle/tede/547

This research aimed to develop a paradidactic material on the development of environmental educomunicativos materials as alternative methodology for teachers (the) light of the principles of critical environmental education, to meet the specifics of the field school. The research subjects were teachers and teachers of the State College of Palmeirinha field located in Guarapuava-Paraná. The research is a qualitative approach and the methodology used for pedagogical intervention was participatory research. For the analysis of the results of the instruments applied to teachers (the) (questionnaire and interview) was used to Bardin methodology (1977). Investigative character and intervention research we sought to answer the following question: Is it possible to contemplate both the weaknesses found in the education field and the objectives of a critical environmental education through methodological alternative "environmental educommunication" For bothMethodological driving happened through stages, namely: (i) prior survey of environmental concepts and teaching of the school situation, through documentary analysis of the Pedagogical Political Project and also raising the profile and the conceptions of teachers in teaching practice in education field through a semi-structured questionnaire; (Ii) preparation of material on environmental paradidactic educommunication as a methodological proposal for teachers and teachers of that school and; (Iii) implementation and evaluation of paradidactic materials through workshops and interviews respectively. It was noted that the school has gaps regarding the adequacy of the relevant legislation to the schools of the field and also the PPP does not present environmental concepts and environmental education. In addition teachers had difficulties in adapting the teaching work plan and attributed this difficulty to the lack of teaching materials that address the issues of the field as well, the lack of physical and technological infrastructure (computers, internet). It was possible to approach the EA critical to the area of rural education as both areas have similarities in their theoretical references thus enabling a dialogue between them for the coping of social and environmental problems. Educommunication also approaches the critical environmental and education field that way the paradidactic material on environmental educommunication comes as a methodological strategy for teachers who work in schools in the field, once its principles dialogue as the principles of EA criticism and education field and can search among other objectives, to minimize the weaknesses that the field school is to present itself as an open process for inclusion of related issues with the school. Teachers, through workshops, produced three printed educomunicativas pieces presented in its content topics related to pedagogical context in which they operate. It is noteworthy here that educommunication aims to strengthen dialogue and situations that the product of this dialogue translates into educomunicativas parts, these being part of the process.