Multiletramento engajado ambiental: propostas pedagógicas para construção de uma formação docente

• Ano de defesa: 2024
• Autor(a) principal: Apostolopulos, Vandréa Mendonça
• Orientador(a): Liberali, Fernanda Coelho Liberali
• 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 Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação ambiental; Letramento ambiental; Multiletramento engajado; Multiletramento engajado ambiental
• Palavras-chave em Inglês: Environmental education; Environmental literacy; Engaged multiliteracy; Environmental engaged multiliteracy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42821

The present research aims to investigate the training context for environmental education of children from the 5th to the 9th year of a public school in the Greater São Paulo. In particular, we seek to analyze how the development of a teaching-learning proposal, based on the perspective of Multiliteracies, can contribute to the environmental education. The specific objectives are: (1) to describe and analyze a training process supported by Engaged Multiliteracy that aims to contribute to the environmental critical-collaborative training of educators who participate in the Brincadas Project (2) to critically understand whether and how they provide environmental training of educators; (3) to present a proposal of environmental education training of educators, who work in Basic Education in the most diverse areas of knowledge, based on the Engaged Multiliteracy from the results obtained by this research. This study is based on the concept of the Engaged Multiliteracy (Liberali, 2022, 2024), within the framework of the Theory of Socio-Historical-Cultural Activity. The research is based on the following theoretical references: critical training of trainers (Freire, 1996; Liberali, 2022, 2024; Magalhães, 2014). Theoretically-methodologically, the research is supported by the Critical Collaboration Research (PCCol) (Magalhães; Fidalgo, 2007; Magalhães, 2010, 2011), which seeks for the intentional transformation of the contexts of the researchers and participants involved. Data analysis was organized based on moments of immersion, emergence, and insertion (Freire, 1987). The obtained results suggest that teacher training carried out based on the concept of the Environmental Engaged Multiliteracy promotes the constitution of knowledge that enables teachers to integrate contextualized educational practices, fostering critical environmental awareness in students