Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Duarte, Karen Machado |
| Orientador(a): |
Alves, Marcos Alexandre |
| Banca de defesa: |
Pes, João Hélio Ferreira,
Coutinho, Cadidja |
| 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/1328
|
Resumo: |
The research analyzed the theme of environmental citizenship, from the perspective of the teacher trainer, in the exercise of teaching practice from the perspective of the UN's 2030 agenda in an initial training course and is linked to the Research line: Teaching, epistemologies and teacher training, of the Master's in Humanities and Languages, Universidade Franciscana - UFN. The research problem consisted of answering the question: how does the construction of knowledge, pedagogical practice and environmental citizenship occur, based on the 2030 Agenda, in the process of teacher training, and their performance in Basic Education, coming from a Normal Course school? The objective was, in general, to analyze the perceptions of students about the epistemological appropriation, pedagogical practices and process of development of environmental citizenship and its consequences in the context of initial teacher training, to work in Early Childhood Education and in the Initial Years of Elementary Education of Basic Education, of the Normal Course in the city of Santa Maria, RS. Specifically, the aim was to present the epistemological framework and the national policy on environmental education and its relationship with the Sustainable Development Goals included in the 2030 Agenda; to identify the knowledge and pedagogical practices for promoting environmental education and citizenship developed in the context of initial teacher training for the Normal Course; to investigate the initial teacher training process based on the interdisciplinary planning of actions and pedagogical internships focused on Basic Education. The aim was to consider teacher preparation for the development of environmental citizenship, taking into account goals no. 4 and no. 17 of the Sustainable Development Goals of the UN 2030 Agenda. The study was based on the phenomenological paradigm of a qualitative approach, as well as on the emancipatory environmental epistemological matrix, and was characterized as a case study and followed the descriptive research approach. The choice of the research locus was made observing the criteria of accessibility and convenience, having as corpus of the study, the contribution of documents of the investigated institution, such as the school's Political Pedagogical Project, Normal Course Regulations, pedagogical matrices and study and teaching plans. The research participants were initially 50 enrolled and frequent students, who voluntarily answered a printed questionnaire, containing 8 objective and multiple choice questions, this being the instrument used for the collection of data for the study. It is emphasized that 47 interviews were compared. Inconsistencies were assessed between the knowledge obtained and the practices developed in relation to the effective development of citizenship, highlighting the need for teacher training to strengthen environmental education and citizenship. Therefore, the research results contribute to strengthening studies in the field of Environmental Education, that is, they demonstrate the commitment/responsibility of the school, as an institution that trains future teachers, in developing a set of pedagogical actions, aimed at implementing theoretical-practical activities committed to the development of environmental education and citizenship. |
