Educação ambiental: concepções e práticas de professores de escolas públicas de Ituiutaba MG

• Ano de defesa: 2017
• Autor(a) principal: Souza, Renata Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Geografia (Pontal)
• Palavras-chave em Português: Educação Ambiental; Práticas Pedagógicas; Escolas Públicas de Ituiutaba-MG; Environmental education; Pedagogical practices; Public schools in Ituiutaba MG; CNPQ::CIENCIAS HUMANAS; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação ambiental; Escolas públicas
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31766; http://doi.org/10.14393/ufu.di.2021.5515

The environmental education emerges in a context that der ives from the inappropriate usage of collective goods in different temporal spatial scales. Therefore, these environmental questions reflect worldwide, affecting many human societies. Thus, the need to create conscientious citizens who are committed to soc ial environmental issues is one of the biggest challenges concerning this century’s environmental education. At that, many discussions regarding the environmental education approach take place in formal educational spaces. Following this prospect: how is t he educational staff prepared to handle this topic? In this respect, this research aimed to comprehend the concepts, and the environmental education practices of the teachers at public schools in Ituiutaba MG. To the development of this paper, the qualit ative research theme was chosen. The methodological procedures that sustained this study were centered in theoretical reviews of theses, dissertations, books and articles that approach the present topic; literature research from the schools’ educational po litical projects (Projetos Político Pedagógicos PPP), in addition to interviews with different teachers from the last years of elementary school. The collected data was organized, systematized and analyzed. That made it possible to determine the dominanc e of naturalist and anthropocentric views concerning the teachers’ environmental perception. From that, we could realize that the perception of environmental education of those surveyed, is nestled in the conservative perspective scope. That was possible t he moment they showed a strong concern about the conservation and preservation of natural sources. On the other hand, understanding the environmental conflict requires a complex view on environment, in which the nature is part of a network that not only co nsists of natural relationships, but social and cultural too.