Educador ambiental: construindo um perfil profissional para o sistema escolar

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Debora Regina Marochi de
• Orientador(a): Lindino, Terezinha Corrêa
• Banca de defesa: Lindino, Terezinha Corrêa , Nyamien, Francy Rodrigues da Guia , Vale, Júlio Daniel do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Toledo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ciências Ambientais
• Departamento: Centro de Engenharias e Ciências Exatas
• País: Brasil
• Palavras-chave em Português: Educação ambiental formal; Ambientalização curricular; Contexto escolar
• Palavras-chave em Inglês: Formal environmental education; Curricular ambientalization; Social context.
• Área do conhecimento CNPq: OUTROS
• Link de acesso: http://tede.unioeste.br/handle/tede/4186

With the emergence of environmental issues as problems that affect the Environment, Environmental Education stands out as a possibility of sensitization and behavior change. Its insertion in the school takes place through the Environmental Educator and for that the subject is approached in a satisfactory way, this professional needs of continuous formation and qualification. According to the Intergovernmental Conference on Environmental Education in Tibilisi in 1977, it is necessary to take a constant look at approaching the theme, always seeking to improve methods and contents. Therefore, this study deals with the theoretical discussion of the formation of Environmental Educators whose purpose is to delimit their professional profile in basic education. From an exploratory perspective, the present research was based on the following techniques: bibliographical and documentary survey. Based on data collected in a bibliographic research, it was possible to obtain information about the history of EA, its fundamental principles and its aspects. The documentary research made it possible to ascertain the environmental legislation and the Pedagogical Political Projects of the state schools of Cascavel, through which it was possible to verify which Environmental Education practices these professionals have been developing in these schools. After the pertinent information was gathered, hypotheses were constructed that resulted in the categories of significance in order to analyze the environmental teaching practice and contribute to the formation of the Formal Environmental Educator Teacher. It was concluded that these educators are facing difficulties to work on these issues in school. Only 23% of these professionals carry out environmental education projects in writing, and most of them carry out specific activities that characterize the mistaken way in which the theme has been developed. Given this context, the school requires a new model of Environmental Educator, a trained and qualified professional in charge of directing environmental education activities in the school.