Educação do campo e contexto socioambiental: diálogos problematizadores

• Ano de defesa: 2018
• Autor(a) principal: Seabra, Lucas Aníbal Faria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Educação do campo; Educação ambiental; Field education; Environmental education; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/31858

The dissertation is the result of the author's experience in a rural school in Minas Gerais, investigating and seeking to contribute to the teaching action in a critical perspective of environmental education. The purpose was to analyze and collaborate with this professional action, which in general, is based on parameters of the city, that can be done in a contextualized, critical and emancipatory perspective according to the presuppositions of the education of the field. The theoretical contribution was based on Paulo Freire and on research authors who talk about the education of the field, teacher training and environmental education. The research approach was delineated by participatory qualitative research. The major contribution of this study is the observation and analysis made during the research process / period, in moments of the researcher's actions and experiences as a teacher in that school and lastly in the identification of strategies that can collaborate to create a school that learns, if discusses and is liberating in the style of Paulo Freire's proposals.