O ensino de biologia e sua contribuição para a percepção e a educação ambientais na escola do campo

• Ano de defesa: 2019
• Autor(a) principal: André Luciano de Fontgaland
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: Biologia; Interdisciplinaridade; Projeto de educação ambiental; Ensino por investigação; Ensino - Biologia; Interdisciplinaridade na educação.; Educação em Saúde Ambiental; Ensino e pesquis
• Link de acesso: http://hdl.handle.net/1843/65122

In rural contexts, school plays a significant role in the construction of knowledge that can contribute to the formation of a transformative environmental perception and education. The present work seeks to contextualize the knowledge from Biology and High School pedagogical content through an interdisciplinary project of environmental education, at the same time that it has a greater number of reflections and investigations on the environmental problems that occur in the small municipality of Desterro de Melo, located in the Zona da Mata Mineira region. In order to do so, we analysed - through the application of semi-structured interviews - the perception that 51 students enrolled in the 1st year of the Escola Estadual Professor Jaime Calmeto possessed about the environment in which they live. Then, we also organized a project of pedagogical intervention on education and environmental perception. Some planned activities involved students in learning opportunities through hands-on classes, field lessons, and guided tours. These activities aimed reflexive and scientifical examination of the environmental issues of Desterro do Melo. We’d also evaluated the contribuition given by the Sciences of Nature, Biology in particular, to broaden the understanding of the environment and environmental education throughout the project. Some of the research outcomes allow to observe that the contribution of investigative approach in the processes regarding the construction of knowledge towards environmental questions based on scientific postulates in context with the field theme. By the end of the pedagogical activities, it was noted among the students a better capacity to combine traditional and scientific knowledge more symmetrically with the natural environment in which they live, thus promoting a greater identification of the environmental issues and problems that concern them and a considerable extension of their understanding of the environment.