Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Santos, Gláucia Maria da Costa
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| Orientador(a): |
Gheler-Costa, Carla
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade do Sagrado Coração
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| Programa de Pós-Graduação: |
Ciência e Tecnologia Ambiental
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| Departamento: |
Ciências Exatas e Sociais Aplicadas
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| País: |
Brasil
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| 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://tede2.usc.br:8080/jspui/handle/tede/328
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Resumo: |
In the educational process of elementary school students I, early years, the environmental issue has been approached in an incipient way and distant from the local reality, which means that knowledge about the subject often does not achieve the desired success. However, the educational process that involves environmental issues is fundamental to every citizen, and the school's role is to reflect on the problems of the community, to guide its students in finding solutions to the difficulties encountered and to implement a truly centered education environment. The main objectives of this study were: i) to evaluate what and how elementary students I understand and know about nature conservation; Ii) know what they prefer or choose among the species studied, and what factors influence their choices; Iii) assess whether the perception may be related to the place of origin of the student (urban or rural area); Iv) how does this perception vary between sister countries - Portugal and Brazil? The data were collected through the application of a questionnaire on the conservation of nature. We interviewed 206 students from the fifth year of elementary school I of public (urban and rural) and private schools in the municipality of Pederneiras, state of São Paulo. It was possible to observe that formal education, non-formal education and environmental education are intrinsically linked to the transmission of a scientific knowledge linked interdisciplinarily and according to the daily life of the students. Finally, it was possible to conclude what the students understand and know about nature conservation, so it is necessary, therefore, to develop new studies and forms of applicability of innovative didactic resources in the area of Sciences and Environmental Education (EA). So EA as so many other areas of knowledge can: adapt the curriculum, post practical lessons and insertion of conservation issues and native species assume, education of man by positive values that result in new behaviors towards the environment and, consequently, For new learning and attitudes towards the development and conservation of nature |
