Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
BARROS, Kalina Cúrie Tenório Fernandes do Rêgo
 |
| Orientador(a): |
JÓFILI, Zélia Maria Soares |
| Banca de defesa: |
PELIZZOLI, Marcelo Luiz,
CAVALCANTI, Patrícia Smith,
SANTIAGO, Mônica Maria Lins |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7490
|
Resumo: |
This study aimed to investigate the impact of working with educational projects related to environmental issues, during a teacher education course. The theoretical reflections were based on Paulo Freire and Gadotti with regard to teacher training; Hernández and Nogueira related to educational projects; and Morin and Capra in discussions concerning to environmental education in a systemic view. We used a qualitative approach that involved action research. The participants were six student-teachers from a state school in the city of Pesqueira, Pernambuco. We used four instruments for the data collection: questionnaires; field notes of the most relevant moments of the educational workshops; observation during the development of the educational projects; video recordings and interviews. The results showed that the students achieved the intended objectives of the proposals developed in educational projects, however, we found some peculiarities, which suggests that certain attitudes and / or activities carried out within the classroom by the teacher can ensure the success of an educational project. In our analysis we consider five aspects as decisive in interventions: (1) to consider the importance of focus in dialogue and participation of students during the experience of teaching situations proposed during the class; (2) to motivate the teacher for seeking information in different research sources (to ensure the domain of knowledge); (3) to lead teachers and students to look for developing proposals for intervention in reality; (4) find ways to rethink and improve teaching; and (5) to prepare for the citizenship. We found also in our study, the fragility of the process of training these students to develop a teaching practice consistent with the needs of the school today. The data also showed that during the teacher education course was an emphasis on theory over practice, which makes difficult the connections between knowledge and know-how. |
