Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Madruga, Marcia Cristina Bastos |
| Orientador(a): |
Boer, Noemi |
| Banca de defesa: |
Silva , Monique da,
Silva, Márcio Tascheto da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1308
|
Resumo: |
In this dissertation, inserted in the Research Line Teaching and Teaching Practices, of the Master's Degree in Teaching Humanities and Languages (MEHL), the general objective is to answer the following question: how does school management relate environmental education and environmental citizenship in the construction of the student's knowledge? Specifically, it is proposed: (I) to understand complex thinking and environmental knowledge as a theoretical foundation, which provides an epistemological basis to the present study; (II) to develop the state of knowledge related to environmental education in relation to school management; (III) describe the historical and legal process of Brazilian environmental education and its relationship with the Sustainable Development Goals (SDGs), which make up the 2030 Agenda; and (IV) to identify the repercussion of educational policies in the scope of school management and in the education of public school students. In the methodological design, which comprises a bibliographic research, the study is based on contemporary authors and documents whose theme, related to the researcher's interests, meets her training as a pedagogue, schoolsupervisor, coordinator and single-teacher teacher of the early years of Elementary School. It is concluded that school management, related to environmental education and environmental citizenship, in the construction of the student's knowledge, plays a fundamental role. However, in the context of the researcher's work, it is still a slow work, because environmental knowledge, inherent to this triangulation of actions, presupposes interdisciplinary teaching methods that enable the democratization of knowledge. This requires personal effort from all those involved in the teaching-learning processes, shared actions, commitment and humility to work as a team, which is not always a feasible reality. |
