Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo
Ano de defesa: | 2018 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Mestrado Profissional em Ciências Ambientais
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/9580 |
Resumo: | Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality. |
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Santos, Luiz Ricardo OliveiraCosta, Jailton de JesusSouza, Rosemeri Melo e2018-11-06T23:23:52Z2018-11-06T23:23:52Z2018-08-31SANTOS, Luiz Ricardo Oliveira. Formação de reeditores ambientais a partir da metodologia da problematização: (re)unindo o lugar e o currículo. 2018. 202 f. Dissertação (Mestrado em Ensino das Ciências Ambientais)– Universidade Federal de Sergipe, São Cristóvão, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/9580Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality.A Educação Ambiental (EA) é um amplo processo que traz à discussão, na ótica da formação de cidadãos críticos, reflexivos e participativos, os impactos sobre o ambiente em suas múltiplas dimensões, sejam elas naturais ou sociais. No entanto, quando desenvolvida no âmbito formal, a EA pode encontrar limitações impostas pelo seguimento da matriz de referência de instrumentos como o Exame Nacional do Ensino Médio (ENEM), que cria barreiras para a discussão dos problemas socioambientais em escala local. Esta dissertação teve por objetivo formar reeditores ambientais a partir da Metodologia da Problematização com o arco de Maguerez, voltada aos discentes do Centro de Excelência Dr. Milton Dortas, localizado em Simão Dias/SE. A unidade de ensino está localizada na microbacia do rio Caiçá, que tem suas águas poluídas quando adentra a zona urbana, além da visível degradação ambiental do seu entorno, negligenciada pelo poder público quanto à criação de políticas para mitigação do problema. O método de abordagem adotado no estudo foi o dedutivo. Como instrumentos procedimentais, foram realizadas Práticas de Ensino na Comunidade (PEC) a partir da Metodologia da Problematização com o arco de Maguerez, metodologia ativa e inovadora que insere a realidade local no cotidiano educacional. Inicialmente, foram selecionados trinta estudantes das três séries do Ensino Médio do referido colégio, que participaram das PEC que ocorreram em horário extracurricular às suas aulas, aos sábados, entre janeiro a junho de 2018. Primeiramente, foram analisadas as provas do ENEM aplicadas entre os anos de 2012 a 2017, que comprovaram a insuficiente abordagem de características locais em suas questões, direcionando os currículos escolares à discussão de escalas espaciais maiores e consequente omissão do lugar. No desenvolvimento das PEC, a partir do seguimento dos cinco passos da Metodologia da Problematização com o arco de Maguerez, os discentes puderam observar, conviver e aprofundar estudos a partir de um recorte da realidade da comunidade do entorno do rio Caiçá, com a qual levantaram hipóteses para solucionar a problemática socioambiental e realizaram intervenções de cunho educacional e sócio-político. A metodologia ativa utilizada proporcionou a formação de reeditores ambientais, pois relacionou conceitos e práticas de cidadania, proatividade, sustentabilidade e adaptou os conhecimentos apreendidos de forma contextualizada. Do mesmo modo, o desenvolvimento das PEC possibilitou a aproximação dos estudantes com a comunidade do entorno do corpo hídrico, o enfrentamento da problemática socioambiental do município e a participação na discussão inicial quanto à implantação de políticas públicas de EA para o município.São Cristóvão, SEporCiências ambientaisEducação ambientalMetodologiaDegradação ambientalPolítica ambientalArco de MaguerezMetodologias ativasPráticas de Ensino na Comunidade (PEC)Simão Dias (SE)Arch of MaguerezEnvironmental educationActive methodologiesTeaching Practices in CommunityOUTROSFormação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Mestrado Profissional em Ciências AmbientaisUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTLUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.txtLUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.txtExtracted texttext/plain384511https://ri.ufs.br/jspui/bitstream/riufs/9580/3/LUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.txt2774e9378f37d24eb8ebfdbbc98234bfMD53THUMBNAILLUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.jpgLUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1276https://ri.ufs.br/jspui/bitstream/riufs/9580/4/LUIZ_RICARDO_OLIVEIRA_SANTOS.pdf.jpg8baa8f360c96da735a274b581678b55fMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/9580/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALLUIZ_RICARDO_OLIVEIRA_SANTOS.pdfLUIZ_RICARDO_OLIVEIRA_SANTOS.pdfapplication/pdf3104172https://ri.ufs.br/jspui/bitstream/riufs/9580/2/LUIZ_RICARDO_OLIVEIRA_SANTOS.pdfbb93bc555b45767d19ef0dfb5241a021MD52riufs/95802018-11-06 21:49:22.086oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2018-11-07T00:49:22Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
title |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
spellingShingle |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo Santos, Luiz Ricardo Oliveira Ciências ambientais Educação ambiental Metodologia Degradação ambiental Política ambiental Arco de Maguerez Metodologias ativas Práticas de Ensino na Comunidade (PEC) Simão Dias (SE) Arch of Maguerez Environmental education Active methodologies Teaching Practices in Community OUTROS |
title_short |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
title_full |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
title_fullStr |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
title_full_unstemmed |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
title_sort |
Formação de reeditores ambientais a partir da metodologia da problematização : (re)unindo o lugar e o currículo |
author |
Santos, Luiz Ricardo Oliveira |
author_facet |
Santos, Luiz Ricardo Oliveira |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Luiz Ricardo Oliveira |
dc.contributor.advisor1.fl_str_mv |
Costa, Jailton de Jesus |
dc.contributor.advisor-co1.fl_str_mv |
Souza, Rosemeri Melo e |
contributor_str_mv |
Costa, Jailton de Jesus Souza, Rosemeri Melo e |
dc.subject.por.fl_str_mv |
Ciências ambientais Educação ambiental Metodologia Degradação ambiental Política ambiental Arco de Maguerez Metodologias ativas Práticas de Ensino na Comunidade (PEC) Simão Dias (SE) |
topic |
Ciências ambientais Educação ambiental Metodologia Degradação ambiental Política ambiental Arco de Maguerez Metodologias ativas Práticas de Ensino na Comunidade (PEC) Simão Dias (SE) Arch of Maguerez Environmental education Active methodologies Teaching Practices in Community OUTROS |
dc.subject.eng.fl_str_mv |
Arch of Maguerez Environmental education Active methodologies Teaching Practices in Community |
dc.subject.cnpq.fl_str_mv |
OUTROS |
description |
Environmental Education (EE) is a broad process that brings to the discussion, from the perspective of the formation of critical, reflexive and participatory citizens, the impacts on the environment in its multiple dimensions, whether natural or social. However, when developed in the formal context, the EE can find limitations imposed by the follow-up of the reference matrix of instruments such as the National High School Examination (ENEM), which creates barriers to the discussion of socio-environmental problems on a local scale. This dissertation aimed to form environmental reeditors from the Methodology of Problematization with the Arch of Maguerez, aimed at the students of the Center of Excellence Dr. Milton Dortas, located in Simão Dias/SE, Northeast Brazil. The educational unit is located in the Caiçá River watershed, which has polluted waters when it enters the urban area, besides the visible environmental degradation of its surroundings, neglected by the public power in the creation of policies to mitigate the problem. The method of approach adopted in the study was the deductive one. As procedural instruments, Teaching Practices in Community (PEC) were carried out from the Problematization Methodology with the Maguerez arch, an active and innovative methodology that inserts the local reality into the educational routine. Initially, thirty students from the three high school grades of the referred college were selected, who participated in the PEC that occurred in extracurricular hours to their classes, on Saturdays, from January to June of 2018. First, the ENEM tests applied between the from the years 2012 to 2017, which proved the insufficient approach of local characteristics in their questions, directing the school curricula to the discussion of larger spatial scales and consequent omission of the place. In the development of the PEC, following the five steps of the Problematization Methodology with the Maguerez arch, students were able to observe, coexist and deepen studies based on a clipping of the reality of the community around the Caiçá River, with which they hypotheses to solve the socio-environmental problem and carried out educational and socio-political interventions. The active methodology used provided the training of environmental reeditors, as it related concepts and practices of citizenship, proactivity, sustainability and adapted the knowledge learned in a contextualized way. Likewise, the development of the PEC allowed the students to approach the community around the water body, to confront the socioenvironmental problems of the municipality and to participate in the initial discussion regarding the implementation of EE public policies for the municipality. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-06T23:23:52Z |
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2018-11-06T23:23:52Z |
dc.date.issued.fl_str_mv |
2018-08-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Luiz Ricardo Oliveira. Formação de reeditores ambientais a partir da metodologia da problematização: (re)unindo o lugar e o currículo. 2018. 202 f. Dissertação (Mestrado em Ensino das Ciências Ambientais)– Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/9580 |
identifier_str_mv |
SANTOS, Luiz Ricardo Oliveira. Formação de reeditores ambientais a partir da metodologia da problematização: (re)unindo o lugar e o currículo. 2018. 202 f. Dissertação (Mestrado em Ensino das Ciências Ambientais)– Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
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