Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Calegari, Rosane de Fátima de Borba |
| Orientador(a): |
Scremin , Greice |
| Banca de defesa: |
Canto-Dorow , Thaís Scotti do,
Henz , Celso Ilgo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Ensino de Ciências e Matemática
|
| 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/1185
|
Resumo: |
This paper was developed in the context of the teaching/learning line of research concerning Mathematics and Sciences, of the Post-Graduate Program for Mathematics and Sciences (PPGECIMAT), at the Universidade Franciscana (UFN), Santa Maria, RS, Brazil. The large flow of transfers and school enrollments, the devaluation and precariousness of housing, the constant changes of addresses and the lack of a sense of belonging are aspects that led to reflection over the following issue: How can dialogical circles contribute for awakening environmental perception and the feeling of belonging on children in their early years? From birth, the subject is inserted into a world constituted by relationships capable of producing perceptions and conceptions about the world, people and the multiple relationships with the environment. In this relationship, affectivity promotes coexistence, generating environmental perceptions, human ties and the feeling of belonging to a group and place. In this study, the aim is to understand the awakening of environmental education and the feeling of belonging to a place in the early years, based on dialogic circles. Specifically, we sought to discuss the relationship between human beings and nature from an Environmental Education perspective; analyze the curricular prerogatives about Environmental Education; sensitize students in the early years of elementary school to environmental perception and belonging to the place where they live; develop dialogic circles as spaces for reflections and discussions about reality and possible interventions. The research was developed in a municipal elementary school in Santa Maria, RS, with a qualitative approach based on self-transformation, presenting a hermeneutical approach. For the dialogical process, the Investigative-Formative Dialogical Circles were developed (FREITAS, 2015) and, for the analysis of its dialogicity, interpretation was based on philosophical hermeneutics (HERMANN, 2002). The meetings with the co-authors made possible the movements of dialogic circles, in which themes mentioned by the group were discussed. For the interpretation and understanding of the facts and dialogues, the following research was based on the theoretical contributions of Paulo Freire (2019), Gadamer (1997), Henz (2015), Tuan (1983), among others. The feeling of belonging to a group or place occurs through lived and shared experiences, through the perception of the pleasant desire for “well-being and staying” and through the values and meanings attributed by the subjects to the environment. The field activities showed strategic potential in the study of the researched phenomenon. The co-authors, in the use of their environmental perceptions, were led to reflect and criticize the reality found, demonstrating the essential valuation and attitudes in the construction of the feeling of belonging to a place. |
