A educação ambiental crítica e sua construção na escola pública: compreendendo contradições pelos caminhos da formação de professores

• Ano de defesa: 2014
• Autor(a) principal: Souza, Daniele Cristina de [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação ambiental; Curriculos - São Paulo; Ensino fundamental; Pratica de ensino; Environmental education
• Link de acesso: http://hdl.handle.net/11449/110907

In the Environmental Education (EE) public schools in Brazil vulnerable practices predominance, disconnected from the school curriculum and based in a conservationist and pragmatic of education perspective. Looking for help to evercome these limitations and considering the need for teacher training, being a way for these determinants are identified and understood, our main objetive was to understand a formative context in its in its contradictions, aiming at proposing theoretical and methodological elements favored the constructions of critical environmental school. The theoretical framework for understanding the movement of the real contradiction in its entirety was the historical and dialectical materialism. We focus on institutions, ideas, agents and supervisors rituals that must be viewed in the social totality. We sesk contributions in the Historical-Critical Pedagogy and reflect on the training of teachers and advocating a transformative praxis. The field research, a qualitative one, occured in the context of a project of the Programa Núcleo de Ensino UNESP - Bauru (SP), whose interventions occurred in two academic years. The first was a training education course, linked to an agency of the Secretary of Education of the State of São Paulo, aimed at problematization the official curriculum and of critical EE in shool. We collected data records written teacher's, of participant observation and notes in a field journal. We analyzed the curriculum official and documents on teacher education in the state. This phase brought in elements about interventions representatives of state control in teacher training and school practice, which is not conductive to overcoming its limitations as we aimed at ensuring the reproduction of the content and the form suggested by the policy linked to the official curriculum. We found consistency between the official curriculum ideas with regard to EE and to environmental issues and the concepts and...