A abordagem das questões ambientais como forma de inserção da educação ambiental no ensino de ciências

• Ano de defesa: 2010
• Autor(a) principal: Mariana Leal Oliveira de Sa Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino de ciências; Educação ambiental; Prática docente; Saberes docentes; Questões ambientais; Temas controversos; Educação; Ciência Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-8GZNQ5

This research is intended to realize and understand how Environmental Education is handled in a teaching of Science context by employing an environmental issues presentation and discussion. In order to find out the answers to the proposed subject, qualitative and quantitative analyses were used to identify which strategies teachers have employed in order to include environmental issues in an educational context. Additionally, the study looks at which aspects of the environmental issues are utilized by the teachers and analyzes the potential for environmental issues to be viewed as controversial educational themes. Furthermore, the analyses that were carried out are intended to comprehend which teachings are included in the environmental issues approach by identifying the options teachers have b chosen when rating the educational contents which they deal with in their classes and the issues that have influenced them. The research has been developed in two districts in Sabará municipality (MG) where all Science teachers during the data gathering were invited to answer a questionnaire to identify their perceptions concerning the environmental issue and its suitable approach in their classes. Based on the questionnaires answers, three teachers whose classes were previously evaluated during a two-month term and who had also taken part in the interviews were selected. The content analysis technique has been applied to the data and when it was necessary, further information was utilized to answer the questions. Although there were several opportunities in which the environmental issues approach was present in the teachers classes, the perspective in a global relevance level was predominant. The environmental problems were explored by the teachers mainly to exemplify a specific subject. Thus, the explanatory approach is meant to be a rare occurrence and is strictly related to the global matters in the course book. Moreover, although other aspects were also explored, the environmental problems were mostly discussed under a biological view that did not treat them as controversial themes. Despite all the knowledge of teaching, Environmental Education was especially presented by means of experimentation and curricular knowledge. Some factors that seem to influence the inclusion of environmental issues in school teaching are the students interest, the teachers formation, the working conditions and the schools guidelines about the environmental issues approach. Throughout the analyses that have been performed in this research, it is clear that Environmental Education in schools is far away from what is taught by teaching standards and guidelines but it is also essential to understand Environmental Education in order to guide programs and attitudes that strength Environmental Education in the teaching practice.