As representações sociais dos professores de Geografia sobre a questão ambiental

• Ano de defesa: 2003
• Autor(a) principal: Marcia Andreia Nogueira Magalhaes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Geografia; Educação; Questão ambiental; Educação ambiental; Geografia Estudo e ensino; Professores Formação; Representações sociais
• Link de acesso: http://hdl.handle.net/1843/BUOS-AQXFUJ

This work aims to analyse how geographic scientific knowledge, in its many different historical aspects, particularly those related with landscape and hydrographic basin understanding, is absorbed and transformed in common, usual, day to day, spontaneous knowledge, as teachers of that discipline, that works in the Public School System, in both, fundamental and medium levels, in the city of Belo Horizonte, (State of Minas Gerais), take the environmental issue. The social representation concept used in this work is referred to a particular kind of knowledge, the common sense knowledge, formed by a set of information, beliefs, opinions and attitudes shared by a particular group, regarding a given social object. (Moscovici, 1978). In this way it is tried, in this work, to enlist the elements that could enable us to analyse the social-historical context relative to the environmental issue, in which the social representation of a particular geography teachers group stands, taking as reference the hydrography-basin landscape, where these particular teachers work as professional teachers of Geography at the fundamental and medium level. Therefore our focus in this dissertation aims at the individual knowledge that these professionals of Geography teaching possessed about the environmental issue, specifically from a hydrography basin landscape point of view. The pertinent data was raised and collected from a sort of samples using their own speeches, which was stimulated by certain questions that had been purposefully posed before them. Do these speeches, by this token, represent whether the scientific knowledge acquired by the professional teachers trough their academic formation in Geography or those acquired in other specialization (graduate) courses? By the other hand, do they show, in these speeches, basically the common sense knowledge, that had been acquired alongside the social context that they naturally had been through during their own lives, as teachers? Or yet, is this awareness the confluence of academic knowledge, in one hand, and common sense, in the other? From the collected data it was possible to raise some hypothesis and pose some questions about certain environmental representations within the hydrography basin context, formulated by the Geography teachers, as such. At first it is suggested that there is a possible link between the social- cultural history of each individual and his academic development. There might also be that some connections exists linking the academic formation and knowledge and the praxis of each individual life as teachers and at the same time as social actors within his own community. The work conditions and the building of new or symbolic knowledge contends may be intertwined, as well, as is strongly suggested by the answers gathered all along the study.