EDUCAÇÃO AMBIENTAL NO ENSINO MÉDIO: o que pensam e o que dizem os professores.

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Rodrigues, Hadryan Lima lattes
Orientador(a): BONFIM, Maria Núbia Barbosa lattes
Banca de defesa: Moraes, Lélia Cristina Silveira de lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
Departamento: Educação
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/237
Resumo: This study results from research carried out in the Master Degree of Education, of Maranhão Federal University and aims to analyze the main social representations of high school teachers on environmental education. From Reigota (2010), takes into the transversality of Environmental Education in curriculum development as recommended provided by law. Chooses as a research center of the public school, and the sampling universe is composed of teachers. It is based on the representations theory, started by Moscovici in 1961, to understand that there are many points of convergence between the principles theoretical of this theory and the study from this center. Research on the questions: What do you think and what do teachers say about Environmental Education? How are teachers are influenced by social representations they hold for Environmental Education? As a methodological procedure, uses the qualitative approach, as well as bibliographic and documental research. Using of the technique of content analysis proposed by Bardin (1977) for the analysis of interviews and profile questionnaires applied to teachers. The research provides some representations of teachers in analysis, standing out among them, how to situate environmental education developed in the context of everyday classes and as they say in designing interdisciplinary with PCNs. Notes also that most teachers do not seem to substantiate the understanding of educational practice that have, or have said on Environmental Education.