O uso da fotografia e a percep??o ambiental: a educa??o ambiental atrav?s de uma sequ?ncia did?tica

• Ano de defesa: 2018
• Autor(a) principal: Alvim, Gilmara Ferreira
• Orientador(a): Pinto, Benjamin Carvalho Teixeira
• Banca de defesa: Pinto, Benjamin Carvalho Teixeira, Siqueira, Andr?a Espinola de, Fonseca, Lana Cl?udia de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Instituto de Educa??o; Instituto Multidisciplinar de Nova Igua?u
• País: Brasil
• Palavras-chave em Português: Ensino de ci?ncias.; Ensino fundamental; Educa??o b?sica; Interdisciplinaridade
• Palavras-chave em Inglês: Science teaching; Elementary education; Basic education; Interdisciplinarity
• Área do conhecimento CNPq: Matem?tica
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/4736

The environmental crisis has been worsening over time due to an anthropocentric model of utilization of the resources of the environment to maintain an economic and urban-industrial model, in which environmental degradation and social injustices are generated. This crisis process is intensified due to the distance between the relations between man and nature that is often maintained by traditional teaching proposals that defend a utilitarian and reductionist view of the environment. From this scenario, Environmental Education, in the critical area, has had the role of questioning, through reflection and criticism, the present model and its consequences for the environment. In this context, the present study seeks to investigate, through a didactic sequence with a Critical Environmental Education approach, the potential of the use of photography as a didactic-pedagogical resource in the learning teaching process. The use of photography in Environmental Education projects can be an important resource to evaluate the environmental perception and the survey of initial conceptions of the students for later problematization and construction of scientific knowledge, taking into account the questions that involve the reality of the student. In this way, activities with the use of photography can be accomplished by overcoming the physical barriers of the classroom, and contributing to a more creative, critical, dynamic and enjoyable work. Photography is already used as a pedagogical resource in several school disciplines, due to its didactic potential of associating oral and visual language. This study was carried out with students of a class from the second segment of Elementary School, from a public school in the interior of the state of Rio de Janeiro. This research is classified as qualitative and the method used for data collection was participant observation. The data were collected through a questionnaire and observations recorded in the teacher's logbook during the activities in nine classes of an interdisciplinary didactic sequence involving the disciplines of Science, Geography and Portuguese Language. Photographic records and audio recording were also made throughout the activities of the didactic sequence. The study pointed out that the use of photography as a didactic-pedagogical resource contributed significantly to stimulate the environmental perception of the students involved in the present research, with the use of photography as an opportunity to problematize various socio-environmental problems of students' daily life and to promote a better construction of concepts of the environmental theme by the students. The research evidenced that the use of a technological resource such as photography in teaching practice contributes to the learning process being a more natural, less passive and stimulating process of students' autonomy.