Armadilhas Paradigmáticas na educação ambiental: análise em PPPs de escolas públicas do ensino médio de uma cidade do interior de Minas Gerais

• Ano de defesa: 2015
• Autor(a) principal: Barcelos, Mônica Naves
• 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 socioambiental; Meio ambiente nos Projetos Políticos Pedagógicos; Armadilhas paradigmáticas; Socioenvironmental education; Environment in Pedagogical Political Projects; Paradigmatic traps; Planejamento e Avaliação Educacional
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/10535

This research was conducted based on the reading and interpretation of studies conducted by Grün (1996) regarding the inexistence of the environment in modern education. To understand if the environment is present, and in which forms modern education in public high schools of a municipality in the countryside of southern Minas Gerais, Brazil, we analyzed their Pedagogical Political Projects (PPPs). This analysis allow us to identify the presence or absence of socioenvironmental issues. For this, we used a hermeneutic methodology. Therefore, the development of this study was based on a documental type qualitative research. In the school PPPs analyzed, we found expressions and languages that reduce the ample dimension the environment can present. This reducing can be understood as “paradigmatic traps” (GUIMARÃES; QUEIROZ; PLÁCIDO, 2014) that, historically, influence and are reproduced in education. This work contributes in showing the importance of school PPPs as epistemological space, as well as for the action of educators. We expect it to reveal potential allies that opt for the educative perspective, that education should be environmental.