Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Dagios, Alex Luiz |
| Orientador(a): |
Boer, Noemi |
| Banca de defesa: |
De David, Cesar,
Silva, Marcio 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/1205
|
Resumo: |
The educational system is responsible for individuals’ socialization whose role is fulfilled by social institutions such as schools and universities. In this study, on the basis of the research line Teaching and Learning Process from Master Degree in the Teaching of Humanities and Languages, and in order to address the research problem, it is proposed as a general objective to problematize the possibilities of environmental education teaching, through interdisciplinary approaches between History and Geography in the final years of elementary school. More specifically, it has been sought to describe the curricular components of Geography and History and their respective developments concerning school teaching; to historically contextualize environmental education and 2030 Agenda, with emphasis on the Sustainable Development Goals (SDG); to report Brazilian and school initiatives that encompass the goals of the 2030 Agenda; to comprehend the cross-disciplinary dimension between the curricular components of History and Geography and their relation with the purposes of environmental education. To this end, the qualitative approach was chosen as the methodological design of the study, characterizing it as a bibliographic research. To complement the information, the narrative of school activities on environmental education focused on sustainability, developed in 2022 by the author of this study, was also included. With this expectation, the dissertation, organized into three chapters, follows the following structure: in the first chapter, the theoretical foundation regarding the teaching of Geography and History and their developments was addressed; in the second chapter, discussions about environmental education and sustainability, from theory to practice, were promoted; in the third chapter, the description of the integrated approach between Geography, History, and environmental education was carried out. In the final part of the study, the research objectives were revisited to provide the concluding remarks. Throughout the discussions, and based upon them, it was concluded that disciplinary studies, presented in an isolated and fragmented manner, are questioned by many authors, mentioned throughout the text. Geography and History are interdisciplinary and related components, and cannot be studied separately to the extent that they complement each other. Therefore, aiming for the safe learning of students and in accordance with the arguments presented, this investigation advocates for a proposal that integrates environmental education into the teaching of Geography and History, in favor of a more comprehensive study between the mentioned areas. Thus, it is understood that education can represent the possibility of changing the socio-environmental reality, considering that the main cause of planetary degradation is of anthropogenic origin. With this, the fundamental role of the school in the process of fostering a more critical and reflective formation regarding socio-environmental problems caused by contemporary society is reaffirmed. |
