A sustentabilidade ecológica como tema para a educação química

• Ano de defesa: 2021
• Autor(a) principal: Massola, Bruna Cristina Prolo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação química; Subjetividade; Complexidade; Produções subjetivas; Sustentabilidade ecológica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Chemical education; Subjectivity; Complexity; Subjective productions; Sustainability
• Link de acesso: http://ri.ufmt.br/handle/1/2707

When we talk about the challenges of contemporary societies and the growing environmental concern, we refer to a human formation through Chemical Education that presents possibilities for active, creative and constitutive learning. The educational processes that involve responsible actions towards the ecological relationships specific to each ecosystem, fundamental to guaranteeing the sustenance of life, emphasize the possibilities of this formation. Aimed at such objects of knowledge, this research stems from the PPGE Master's Degree at UFMT, is linked to the Research Line in Science and Mathematics Education and to the Research Laboratory of Chemistry, Diversity and Learning Research (LIQUIDA) and it will be a study within the theme of ecological sustainability related to Chemical Education. Are considered as theoretical contributions, the Complexity Theory of Ilya Prigogine, the Subjectivity of Fernando González Rey and the phenomenology from Maurice Merleau-Ponty. This investigation involves an introduction to anthropological, social and psychological studies, as it assumes that subjective production is important for understanding affective aspects in educational processes. In this sense, studies on subjectivity in a complex bias are included and are based on authors who adopt the historical-cultural perspective, as they corroborate the search for a reference related to the subject as a social and also cultural being, assuming that society does not determine it, but is constituted by it, and at the same time, it constitutes it permanently. Therefore, an epistemological approach relevant to Complexity is adopted, involving subjective, educational and ecological relationships, along with a constructive-interpretive approach, whose starting point is the following research problem: What are the educational relationships constituted by teachers between Education , ecological sustainability and Chemical Education? In this sense, we aim to investigate complex educational relationships, as an object of multidimensional study, from the subjective production of two science/chemistry teachers from the rural area of Ribeirão Cascalheira - MT in the face of expression inductors such as Education, Chemical Education and ecological sustainability, interpreted in the light of complexity theory, phenomenology and cultural-historical subjectivity. The information survey process and its systematization were carried out through a thematic questionnaire and a sentence complement form as instruments. The main relationships interpreted in face of the teachers' manifestations show, on the one hand, an overcoming of relationships that involved multiple unsustainability with the constitution of relationships of affection, respect and sustainability committed to ensuring a future that moves towards the care and maintenance of life . And, on the other hand, a cosmological integrity and ecosystemic relations of care with its community and life, announcing a concern for Intercultural Education in which territoriality and corporeality relations are evident. Furthermore, we defend that Chemical Education articulated with the theme of ecological sustainability evidences a constitution of human formation that values and respects life at all levels. Such articulation constitutes expectations and possibilities for the future of a dynamic world and, therefore, indeterminate and unfinished, which presents itself as constitutive.