Educação Ambiental: limites e possibilidades na Rede Municipal de Ensino de Aracaju

• Ano de defesa: 2013
• Autor(a) principal: Oliveira, Maria Ivanilde Meneses de
• Orientador(a): Araujo, Maria Inêz Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação ambiental; Educação ambiental - Política governamental; Formação de professores; Escolas públicas; Escolas públicas - Aracaju (SE)
• Palavras-chave em Inglês: Environmental education; Public schools; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4816

This study sought to understand how the continuous formation policy of teachers of municipal schools, in Aracaju City, contributed to the inclusion of environmental education in a critical perspective. This is an exploratory qualitative research that used questionnaire and interview instruments. The data were analysed with authors that discuss environmental education and teacher training in a critical perspective. This research was based on the assumption that the pedagogic project of modernity entailed in a rationalization of the knowledge and insight of exploitation and domination of human beings on the other. This phenomenon can be explained as a civilizing crisis that can only be overcome from a new paradigm of knowledge. In the educational context, public policies are drawn up, aiming to meet the demand for training from the process of globalization and expansion of education. There is a process of decentralization of responsibilities, however remains the control through the planning and evaluation of education systems. On the results presented in the evaluations, the policies are directed to initial and ongoing training of teachers. From the analysis of public policies of environmental education, teacher education, analysis of relevant documents and testimonies of the actors involved, it was found that the public policies that guide the continuous formation of teachers at municipal Aracaju remain as a formational proposal focused only on teachers' practices, through the provision of specific courses per area of knowledge. It is concluded that the environmental training of teachers in the perspective of critical and transformative environmental education, is still a path to be trodden by teaching professionals who work on SEMED in Aracaju City.