Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
REZENDE, Izabelle Maria Nascimento de
 |
| Orientador(a): |
ARAÚJO, Monica Lopes Folena |
| Banca de defesa: |
ARAUJO, Maria Inêz Oliveira,
FARIAS, Carmen Roselaine,
JÓFILI, Zélia Maria Soares |
| 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 da Ciências
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| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5344
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Resumo: |
The context of environmental crisis that we live requires school a formative role facing citizenship, based on reality and urgent environmental issues of contemporaneity. Thus, we understand that the inclusion of Environmental Education (EE) in teacher training is revealed as a successful way in the search for the realization of this formative perspective at all levels, arrangements and educational institutions. We were then driven to investigate the approach of EA in a federal public educational institution teachers, more precisely under the Program Initiation Grant to Teaching (PIBID). The program is a pioneering initiative in undergraduate and seeks to promote a scientific background, problematical, researcher and citizen. Defined as a research field PIBID the Federal Rural University of Pernambuco (UFRPE) because the institutional main theme of the program is "Science and Context", this theme can provide training activities with EE. Thus, we think that EE is presented as a priority formative perspective on this theme that guides the Institutional Program Initiation Grant to Teaching UFRPE. Therefore, we aim to generally examine how environmental education is included in the initial training of science and biology teachers in the Institutional Program Initiation Grant to Teaching. We use the documentary analysis of the subproject and 2013 activity reports, 2014, 2015; the observations of training meetings PIBID; semistructured interview with the area coordinators and questionnaires with fellows undergraduates. The study included sixteen undergraduate fellows and the two coordinators of the subproject Biology. From the application of the content analysis technique identified that EA is included in teacher education through activities with workshops, teaching sequences, training meetings, artistic and scientific works, among others. Undergraduate scholarship and area coordinators deem important and essential the introduction of EE in teacher education developed in PIBID. However, point out that there are still conceptual training gaps to discuss the promotion of the relationship between science education and EE in teaching practice. The analysis showed that the PIBID plays relevant and essential information roles for teacher training, including linked to EE. The results suggest the application of studies in other subprojects and institutions to contribute to the development and improvement of successful initiatives to EE mainstreaming both in basic education and in higher education. |
