A educação ambiental nos cursos de ciências sociais aplicadas na perspectiva da teoria institucional
| Ano de defesa: | 2021 |
|---|---|
| Autor(a) principal: |
Capponi , Neiva Feuser
 |
| Orientador(a): |
Ahlert , Alvori
|
| Banca de defesa: |
Ahlert, Alvori
,
Dall'Asta, Denis
,
Oliveira, Irene Carniatto de
,
Silveira, Aline Dario
,
Michellon, Ednaldo
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Marechal Cândido Rondon |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Desenvolvimento Rural Sustentável
|
| Departamento: |
Centro de Ciências Agrárias
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/5525 |
Resumo: | This thesis had the objective to analyze, from the perspective of Institutional Theory, the effectiveness of teaching Environmental Education in Applied Social Science courses in a university institution in the State of Paraná, based on Law 9,795/1999. Was used to the categories: codification, incorporation, reproduction and institutionalization, according to the model applied by Burns and Scapens (2000) for operationalize the genesis of institutional change regarding the training of teachers in Environmental Education and the applicability of this knowledge in the classroom routine. Class, taking into account the Old Institutional Economics (VEI). It is an exploratory and descriptive research applied as a case study with a quali-quantitative approach. The study corresponded to a multicampi public higher education institution, located in the West and Southwest of the State of Paraná, more specifically in Applied Social Science courses: Administration, Accounting and Economics, Law, Hospitality, Executive Secretariat, Social Service and Tourism, making a total of 18 courses in the campuses of the institution. The qualitative part was structured in two parts: documentary and interviews. The first specific objective corresponds to documental research, attended by the checklist in the Pedagogical Political Projects of the courses, to raise the National Environmental Education Policy and if the Resolution 138/2014-CEPE that approved the Guidelines for the Undergraduate Education in this course, including the structuring of Environmental Education, are already standardized. The syllabuses of 684 subjects were analyzed, noting that 11%, that is, in 73 of them, their professionals streamlined words that are related to Environmental Education. The interviews corresponded to the second objective that sought to train teachers in the perception of heads, such as undergraduate Directors (ProGrad), the directors of Centers and the coordinators of the courses. The third objective corresponded to interviews with teachers who work on subjects assigned to Environmental Education in the routine of its contents. The graduates of the courses were interviewed who, as actors, captured the knowledge and dimensioned it in a personal and professional way in the social environment. These steps were submitted to Content Analysis. It was found that the teachers did not receive training from the university; that those who develop this subject in the classroom content have knowledge through specializations, master's and/or doctorate. The graduates score as an important and necessary knowledge, both personally and professionally. The quantitative research sought the understanding of teachers about Environmental Education that occurred through the application of a questionnaire sent via Google Docx to the 272 teachers of the CCSA, obtaining a return of 120 questionnaires, which were processed by the SPSS v software. 25. Its indexes were analyzed descriptively in order to complement the respondents' perception in the qualitative analysis. The Institutional Theory applied through the Burns and Scapens (2000) model, made it possible to state that both in the qualitative and quantitative analysis that the Applied Social Science courses at the university does not meet any of the categories in a structured way. Taking into account that the authors’ proposal for the teaching of Environmental Education to be considered institutionalized, all elements, such as routine and intensity of use of the rules, do note generate inconsistencies with the established propositions. The results that occur in the classroom are due to the personal knowledge of the professors who develop projects and/or workshops with the students. Other sustainable actions that occur are management and not the teaching process. The feasibility of Institutional Theory in enabling professional teaching staff to teach Environmental Education in the classroom routine in higher education was attested. For future studies, the expansion to the entire university institution ins attributed with the purpose that the teaching of Environmental Education is carried out and adjusted to the 2030 Agenda as well as to the Sustainable Development Goals. |