A formação profissional no ensino técnico e a educação ambiental: o distanciamento entre a teoria e a prática

• Ano de defesa: 2015
• Autor(a) principal: Canova, Raquel Fernanda Ghellar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Geografia; UFSM; Programa de Pós-Graduação em Geografia; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Educação ambiental; Ética ambiental; Instituto Federal de Educação, Ciência e Tecnologia Farroupilha – campus Santa Rosa; Ensino técnico - profissionalizante; Environmental education; Environmental ethics; Technical vocational teaching; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/20567

The environmental education is a controversial and much-discussed subject, mainly due to the difficulty in using it in order to become a political and ethical guide for socio-environmental issues. This research dealt with the environmental ethics issue in the technical vocational teaching based on the Law 9.795/99, article 10, 3rd paragraph. The research was developed at Instituto Federal de Educação, Ciência e Tecnologia Farroupilha – campus Santa Rosa, with the Furniture Certificate Program and with the Building Certificate Program, in concomitant and subsequent modalities. The main goal of this research was to comprehend how environmental ethics, in professional activities proposed by the Law 9795/99 for the technical vocational courses, is incorporated to the education of the students, in theory and practice. The research data was collected by the following methods: interview with teachers and students and analysis of the Course‟s Pedagogical Projects and of the Teaching Plans of the aforesaid courses. In order to analyze the data the quantitative and qualitative methodology was utilized with the analysis of the content (BARDIN, 1977) for the Course‟s Pedagogical Projects, Teaching Plans and interviews, which data was also quantified in Record Units (key words) and Context Unit. The evaluation of the results allowed concluding that environmental ethics is not contemplated in the aforesaid documents in a continuous manner; which means that the environmental legislation is not being respected. Furthermore, there is no compliance among what was testified in the Course‟s Pedagogical Projects and Teaching Plans with the information given by the teachers in the interviews, for these asserted to contemplate the environmental education and ethics. Another divergence towards the teacher‟s statements is in the students speech, who were not able to argue properly about the ethical principles of Environmental Education. Thus, it is proposed: (a) rearrangement of the Course‟s Pedagogical Projects; (b) the study and discussion by the teachers about the documents that legislate about the insertion of Environmental Education and Ethics in the technical vocational course; (c) creation of study groups; (d) continuous and contextualized teacher‟s training about the insertion of Environmental Education; (e) change the methodological option of the course for the overcoming of the linear and fragmented approach of the contents.