Formação de professores para a construção de saberes ambientais na escola
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
Departamento: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/23469 |
Resumo: | The aim of this research was understand how the teaching knowledge guides pedagogical practices on environmental knowledge for the future, with indications for training of teachers. The theory of social representations was used. The relevance of this study concerning with the relationship between environmental knowledge and sustainability, which is desired to respond to the purposes of the current world. The exploitation of natural resources, combined with inequalities and an unsustainable economic, requires different ways of life that meet the future generations. Sustainability, expressed by sustainable development and the Sustainable Development Goals (DSDG), is considered in the National Common Curricular Base (BNCC) and thus, in the new school curriculum. This study was conducted with teachers from municipal education system of São Paulo, which work in Elementary School I and II. The theoretical references used were Moscovici, Jovchelovitch and Leff. Five teachers from Elementary School I and II took part of the research, in a focus group and semi-structured interview, with two teachers. Data analysis is based on the theory of Social Representations. It was identified that teachers realize the environmental dimension of sustainability, mainly on production and waste disposal, but do not articulate social and economic dimensions. They also showed that they do not know how to deal sustainability based on the students' reality. They recognize the meaning of the topic but act isolated, and emphasize that it seems that only the school is committed to addressing the issue in the training of the students. It is indicated that the topic must be contemplate as knowledge to be unveiled in the formative process. Also that the training must be collaborative, political and involves all school professionals, as it is not a curricular component, but an interpretation, a principle to be present in the different school dimensions |
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Sousa, Clarilza Prado deSilveira, Patricia Vieira Sarmento2021-02-10T14:28:32Z2020-09-09Silveira, Patricia Vieira Sarmento. Formação de professores para a construção de saberes ambientais na escola. 2020. 138 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23469The aim of this research was understand how the teaching knowledge guides pedagogical practices on environmental knowledge for the future, with indications for training of teachers. The theory of social representations was used. The relevance of this study concerning with the relationship between environmental knowledge and sustainability, which is desired to respond to the purposes of the current world. The exploitation of natural resources, combined with inequalities and an unsustainable economic, requires different ways of life that meet the future generations. Sustainability, expressed by sustainable development and the Sustainable Development Goals (DSDG), is considered in the National Common Curricular Base (BNCC) and thus, in the new school curriculum. This study was conducted with teachers from municipal education system of São Paulo, which work in Elementary School I and II. The theoretical references used were Moscovici, Jovchelovitch and Leff. Five teachers from Elementary School I and II took part of the research, in a focus group and semi-structured interview, with two teachers. Data analysis is based on the theory of Social Representations. It was identified that teachers realize the environmental dimension of sustainability, mainly on production and waste disposal, but do not articulate social and economic dimensions. They also showed that they do not know how to deal sustainability based on the students' reality. They recognize the meaning of the topic but act isolated, and emphasize that it seems that only the school is committed to addressing the issue in the training of the students. It is indicated that the topic must be contemplate as knowledge to be unveiled in the formative process. Also that the training must be collaborative, political and involves all school professionals, as it is not a curricular component, but an interpretation, a principle to be present in the different school dimensionsO propósito desta pesquisa foi entender como os saberes docentes orientam as práticas pedagógicas na área do saber ambiental em direção ao futuro, com indicações à formação dos docentes. Para isso, utilizou-se a Teoria das Representações Sociais. A relevância do estudo está na relação dos saberes ambientais e Sustentabilidade, que se deseja para responder aos propósitos do mundo atual. A exploração dos recursos naturais, aliada às desigualdades e a uma lógica da economia insustentável, exige diferentes modos de vida, que atendam às futuras gerações. A Sustentabilidade, expressa pelo desenvolvimento sustentável e pelos Objetivos do Desenvolvimento Sustentável, está considerada na Base Nacional Curricular Comum e em consequência, nos novos currículos escolares. O estudo ocorreu com professores da rede municipal de ensino de São Paulo que atuam no Ensino Fundamental I e II. Os referenciais teóricos utilizados foram Moscovici, Jovchelovitch e Leff. Participaram da pesquisa cinco professoras do Ensino Fundamental I e II, em um grupo focal e entrevista semiestruturada, com duas professoras. A análise de dados fundamenta-se na teoria das Representações Sociais. Identificou-se que os docentes percebem a dimensão ambiental da Sustentabilidade, principalmente na produção e descarte dos resíduos, mas não articulam dimensões sociais e econômicas. Revelaram ainda desconhecer como tratar a Sustentabilidade a partir da realidade dos estudantes. Reconhecem o significado do tema, mas agem isoladamente, e ressaltam que parece estar somente a escola empenhada em abordar o assunto na formação dos alunos. Indica-se que o território seja contemplado como saber a ser desvelado no processo formativo. E que as formações sejam colaborativas, políticas e envolvam todos os profissionais da escola, pois não se trata de componente curricular, mas interpretação, um princípio a estar presente nas distintas dimensões da escolaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53150/Patricia%20Vieira%20Sarmento%20Silveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoEducação ambientalSustentabilidadeRepresentações sociaisEnvironmental educationSustainabilitySocial representationsTeachers - Occupational trainingProfessores - Formação profissionalCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação de professores para a construção de saberes ambientais na escolainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTPatricia Vieira Sarmento Silveira.pdf.txtPatricia Vieira Sarmento Silveira.pdf.txtExtracted texttext/plain316409https://repositorio.pucsp.br/xmlui/bitstream/handle/23469/4/Patricia%20Vieira%20Sarmento%20Silveira.pdf.txta2f8de4b1bf2e1e700ced684ad6e7990MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Formação de professores para a construção de saberes ambientais na escola |
title |
Formação de professores para a construção de saberes ambientais na escola |
spellingShingle |
Formação de professores para a construção de saberes ambientais na escola Silveira, Patricia Vieira Sarmento Educação ambiental Sustentabilidade Representações sociais Environmental education Sustainability Social representations Teachers - Occupational training Professores - Formação profissional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professores para a construção de saberes ambientais na escola |
title_full |
Formação de professores para a construção de saberes ambientais na escola |
title_fullStr |
Formação de professores para a construção de saberes ambientais na escola |
title_full_unstemmed |
Formação de professores para a construção de saberes ambientais na escola |
title_sort |
Formação de professores para a construção de saberes ambientais na escola |
author |
Silveira, Patricia Vieira Sarmento |
author_facet |
Silveira, Patricia Vieira Sarmento |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa, Clarilza Prado de |
dc.contributor.author.fl_str_mv |
Silveira, Patricia Vieira Sarmento |
contributor_str_mv |
Sousa, Clarilza Prado de |
dc.subject.eng.fl_str_mv |
Educação ambiental Sustentabilidade Representações sociais Environmental education Sustainability Social representations Teachers - Occupational training |
topic |
Educação ambiental Sustentabilidade Representações sociais Environmental education Sustainability Social representations Teachers - Occupational training Professores - Formação profissional CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Professores - Formação profissional |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The aim of this research was understand how the teaching knowledge guides pedagogical practices on environmental knowledge for the future, with indications for training of teachers. The theory of social representations was used. The relevance of this study concerning with the relationship between environmental knowledge and sustainability, which is desired to respond to the purposes of the current world. The exploitation of natural resources, combined with inequalities and an unsustainable economic, requires different ways of life that meet the future generations. Sustainability, expressed by sustainable development and the Sustainable Development Goals (DSDG), is considered in the National Common Curricular Base (BNCC) and thus, in the new school curriculum. This study was conducted with teachers from municipal education system of São Paulo, which work in Elementary School I and II. The theoretical references used were Moscovici, Jovchelovitch and Leff. Five teachers from Elementary School I and II took part of the research, in a focus group and semi-structured interview, with two teachers. Data analysis is based on the theory of Social Representations. It was identified that teachers realize the environmental dimension of sustainability, mainly on production and waste disposal, but do not articulate social and economic dimensions. They also showed that they do not know how to deal sustainability based on the students' reality. They recognize the meaning of the topic but act isolated, and emphasize that it seems that only the school is committed to addressing the issue in the training of the students. It is indicated that the topic must be contemplate as knowledge to be unveiled in the formative process. Also that the training must be collaborative, political and involves all school professionals, as it is not a curricular component, but an interpretation, a principle to be present in the different school dimensions |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-09-09 |
dc.date.accessioned.fl_str_mv |
2021-02-10T14:28:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Silveira, Patricia Vieira Sarmento. Formação de professores para a construção de saberes ambientais na escola. 2020. 138 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23469 |
identifier_str_mv |
Silveira, Patricia Vieira Sarmento. Formação de professores para a construção de saberes ambientais na escola. 2020. 138 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
url |
https://tede2.pucsp.br/handle/handle/23469 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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