Produção de uma sequência didática com abordagem socioambiental na Educação de Jovens e Adultos

• Ano de defesa: 2017
• Autor(a) principal: Sirlene Nunes Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: CTSA; Paulo Freire; Educação Ambiental; EJA; Temas controversos; Educação ambiental; Biologia Estudo e ensino; Educação; Educação de adultos
• Link de acesso: http://hdl.handle.net/1843/BUOS-ARJH9X

The current study presents the construction and analysis of a didactic sequence (DS) accomplished with students of Education of Youths and Adults (EYA), about Environmental Education (EE) at the Biology subject. The study was carried out on 2015 in a public school in Sete Lagoas, Minas Gerais state in Brazil. It was performed with 21 students from the last year of high school on the EYA modality. For this DS construction was proposed to use an approach that allowed a link between Science, Technology, Society and Environment (STSE) based on Paulo Freires conceptions related to an education as a freedom practice. As a DS organizing base, we approached a controversial socio-environmental point at the city that is the water supply and the sewage system. The present research is an instrumental case study, according to Stake (2006) in which we consider the water problem and its implications related to the students as "the case", it was decided to research the classroom itself, investigating, as well, the interest and the engagement of the students in relation to the theme. The methodology of the research, therefore, counted on analysis of the field book and the filming of the SD and also, analysis of the written and orality of the students in front of the proposed activities and the debate. The DS was set up from a discussion of this theme at the first class, during which were suggested themes and concepts to be developed for the DS consolidation with the students. We aimed through this study understand how this practical experience changed the students interest on the theme and on the work developed. For that, the classes were recorded and the instructor took notes on a field journal about the students participation. At the study ending, we noticed a bigger effort on learning the subject concepts as also an increasing student´s interest on the social and political matter about the water. The study also allowed the researcher to get more into the theoretical concepts and think over the science teaching for the EYA. As this research compilation, was written a book named Notebook of pedagogical practices for EYA oriented to EYAs teachers. It brings reports and thoughts from the DS application.