Jardim sensorial e práticas pedagógicas em educação ambiental

• Ano de defesa: 2012
• Autor(a) principal: Venturin, Arlete
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Pato Branco; Programa de Pós-Graduação em Desenvolvimento Regional
• Palavras-chave em Português: Aprendizagem perceptiva; Estimulação sensorial; Educação ambiental - Estudo e ensino; Perceptual learning; Sensory stimulation; Environmental education - Study and teaching
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/290

This work entitled Sensory Garden and Pedagogical Practices in Environment Education reports a research developed in a Private School located in Pato Branco, Paraná. The study aimed to analyze pedagogical practices conducted by teachers in a sensory garden installed in this school, in order to identify possible relationship between the practices developed by teachers and different perspectives on Environment Education in Brazil, even though the activities were not designated explicitly to Environment Education. In this dissertation we present a brief history of environmental and sensory in Brazil and make a revision of studies that have discussed the use of these spaces to the development of pedagogical practices. We focus theoretically the Environment Education, situating it historically in the context of environment crisis. We contemplate some theoretical considers about current trends in this education in Brazil. The data were collected through participant observation and surveys with teachers and students after the practices developed in the sensory garden. The development of pedagogical practices by teachers using this place raised questions and reflections that could be considered the scope of environmental education, which might have not appeared if such practices have been developed in classroom. Finally, this work demonstrates that the use of different spaces in pedagogical practices can promote mutual growth and learning between teachers and students, as well as promote Environmental Education in a creative way, in the opposite direction of the specific practices and meaningless, which have little or no lasting impact.