Da formação à prática do professor de biologia: representações sociais e docênciaem educação ambiental

• Ano de defesa: 2014
• Autor(a) principal: Angelo, José Adriano Cavalcante
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós Graduação em Educação; UFPB
• Palavras-chave em Português: Educação ambiental; Representações sociais; Formação docente; Formação ambiental; Environmental education; Social representations; Teacher training; Environmental training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4845

Environmental Education (EA), emerges on the world stage as an educational activity resulting from major environmental conferences, these, response to environmental crisis installed, caused by human action, and that has put his own existence at risk. In Brazil, the Higher Education Institutions (HEI), are the leading builders of environmental educators, and in them are also discussed and problematized the new social and environmental demands. In this scenariohave the teachers who work directly with environmental education, namely, fruit of a formation occurred precisely in these HEIs. The purpose of this paper is to analyze how the students egresses of degree in Biological Sciences, who are the key players in the school environment to address environmental issues, see themselves in their training in EA. For this, we used the Theory of Social Representations (TSR), knowledge socially formed, based on building a reality relevant to a particular group. Data collection was performedby conducting a focus group, where a group discussion wasconducted, obtaining thus verbal data, cognitive, emotional, and ideological representations. Then the data were treated from the codification of Grounded Theory, in which the collection and analysis of data is simultaneous. For this analysis, the unit theme, with the assumptions of the Content Analysis. As a product of this, it has three main categories, which deal with the attributes of the EA, the quality of training, and training structure, where the highlight was both the layman and media discourse onthe EA, the concepts, procedures and attitudes of faculty members and the insufficiency of disciplines, research and extension programs that deal with EA, and interdisciplinarity in environmental training. The results point to the latest Political Curricular Project (PCP)from the Biological Sciences Course of Federal University of Paraíba (UFPB), which, based on the representations of students, requires adjustments that may behold the new demands of an environmental teaching formation, interdisciplinary education, aiming the formation of a teacher to a more sustainable society.