Alfabetização ecológica, inteligência naturalista e dialogicidade/ conscientização freireana: interconexões com a formação continuada de professores em Educação Ambiental

• Ano de defesa: 2018
• Autor(a) principal: Cavalcante, Cristhiane da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Alfabetização ecológica; Inteligência naturalista; Dialogicidade; Educação ambiental; Formação continuada; Ecological literacy; Naturalistic intelligence; Dialogicity; Environmental education; Continuing education; Alfabetización ecológica; Inteligencia naturalista; Dialogicidad; Educación ambiental; Formación continua; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/13412

The choice of ecological literacy proposed by Fritjof Capra was elaborated in order to subsidize the panorama of Environmental Education. The problematic in the issue that must be the thematic one, results in an obstacle of the human related with fragmentation of the knownes, but that will beyond there, the disconnection of human human hand in basic education in terms developed by the ecology. Thus, an investigator of nature as an ecological literacy associated with a natural intelligence can provide the theoretical-methodological results for the teaching-learning processes aimed at the continuous-reflective formation of teachers in Environmental Education, starting from a discussion of the theory of dialogicity/Freirian consciousness. In this sense, this law is justified by the teachers' perception of environmental education, so it is pertinent to train teachers committed to the practice of an ecologically literate teacher. A research was subsidized by the theoretical framework of the authors: Capra, Gardner and Freire. To have a visit to the problem in the issue of the Cabedelo in Paraíba, the field of research was a public community in environmental education. The research paper was made in a natural way based on long-term data analysis data: presentation, continuous training and focus group, all instances within the school of the teachers involved. The construction measures were applied through the grounded theory, formulating categories of questions of the proposed questions. From the results obtained, it is possible that the continuing education of teachers may have been considered as a source of reflection on the importance of education practices as part of a series of knowledges that have already been neglected and involved in isolation. With the results, the results were obtained and the concepts that could be implemented were defined as a natural and emotional context, to provide a sensitivity to the environment, since the valuation of the human being and of the planet is indispensable for all life and any other is either educational or planetary.