Olhar atento para a educação ambiental nas escolas do campo

• Ano de defesa: 2017
• Autor(a) principal: Schmitt, Estela Lidia
• Orientador(a): Francischett, Mafalda Nesi
• Banca de defesa: Francischett, Mafalda Nesi , Mormul, Najla Mehanna , Toffolo, Geliane , Santos, Wanda Terezinha Pacheco dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Geografia
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Educação Ambiental; Escola do Campo; Práticas Pedagógicas
• Palavras-chave em Inglês: Environmental education; Rural school; Pedagogical practices
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/3109

This dissertation presents aspects about the environmental education performed at rural schools. The main goal was to comprehend what characterises the environmental education on the pedagogical practice at the rural school institution. There are 45 rural schools which belong to the Regional Education Hub of Francisco Beltrão – PR, of which 25 participated on the research. The subjects of this research were 132 teachers who work with school subjects. Out of these, there were five geography teachers. The instruments of the data collection were: the Pedagogical Political Projects of Rural Schools; survey with open and closed-ended questions, semi-structured interviews directed to the teachers. Among the others authors used we can mention Leff, Loureiro, Lima, Carvalho, Layrargues, Brüger, Caldart, Arroyo, Saviani, Franscichett, Fazenda, Callai e Sacristán, and others. It was found that at rural schools there is environmental education, however without the compliance of the Curricular Rural Policy of the Paraná state, that offers that the teacher take it as a starting point for the pedagogical practice the rural subject's place of life and his local reality, considering his experiences. Going from these premises, the pedagogical practice of the rural school does not come close to the socioenvironmental approach, that takes into account social and environmental questions. The research revealed that teachers who act on rural schools work with environmental education, however stongly influenced by the conventional metodology, with pragmatic conservative practices. They search for ponctual answers, without any relation to the complex dimension of the issue, without an watchful eye for the perspective of the rural school reality.