Programa Fazendo Escola : educando para novos valores no trânsito: um estudo de caso com professores

• Ano de defesa: 2011
• Autor(a) principal: Kiefer, Josefina Giacomini
• Orientador(a): Sanchez, Petra Sanchez
• Banca de defesa: Rampazzo, Loris Graldi , Giora, Regina Célia Faria Amaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Educação, Arte e História
• País: BR
• Palavras-chave em Português: educação ambiental; educação para o trânsito; meio ambiente
• Palavras-chave em Inglês: environmental education; traffic education; environment
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24692

The traffic education may be an important tool to build values in public transit and also as an important tool for the dissemination of knowledge and practices for education. This study presents the non-formal education programs developed by the Companhia de Engenharia de Tráfego São Paulo and how these actions can contribute to a more harmonious coexistence in the urban Sao Paulo, including with respect to issues related to the environment. The programs were cited in Agenda 21 the city of Sao Paulo as vehicles for environmental education. In particular, it was described and analyzed the program "Doing School: educating for new values in traffic" which aims at training teachers to develop the transit issue and its different approaches, including citizenship and environment in schools. The analyzed segment refers to the elementary school II teachers and education to youth and adults teachers. We interviewed 86 teachers who participated in the training from April 2007 to February 2010. To tabulate the data collected was used Qualiquantsoft software, which allows obtaining the Collective Subject Discourse. With this research, it was possible to identify strengths in the program, such as carrying out projects at schools, which promote an interdisciplinary approach, including integrating the content of the environment and citizenship, the concern of the faculty in building projects that consider the specificity site. Among the points identified for improvement actions are the low compliance of the call for faculty participation in training and lack of instruments for monitoring the implementation or not projects in schools. However, the program is very well rated by teachers participating in training. Teachers say they are satisfied with the content, methodology, among other attributes evaluated in the research, which proves to be worth the investment in improvement actions for this type of program