Escola e ensino contextualizado. Desafios numa perspectiva ambiental: o caso de Irauçuba

• Ano de defesa: 2007
• Autor(a) principal: Dantas, Denise de Oliveira
• Orientador(a): Figueiredo, João Batista de Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Alimentação escolar; Ensino contextualizado; Educação Ambiental; Educação Dialógica
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/45662

This study is a result of researchs carried through in 2006, by the Program of post-graduation in Brazilian Education, of Universidade Federal do Ceará. The objective is to verify the daily challenges in the practical of the daily pertaining to school to the process of contextualition of education. For in such a way we take as thematic control point the ambient one endorsed by the theory of the Ambient Education and the dialogical education of Paulo Freire. The research was carried through in the city of Irauçuba, situated in the region of the half-barren from the state of Ceará. In this city it comes more occurring in way each time accented a desertification process. Being this city one of the most reached by this phenomenon in the Brazilian northeast. Becoming thus the existence of the man of the field each time more dries and hostile. The definition of the theoretical recital was made taking in problematic consideration the ambient one of the desertification that comes if intensifying to the long one of the time in the city and the potential locked up in the practical one of an education that breaks of an contextual education with the natural environment and the environment not human place where students lives. Thus we proceed, therefore in accordance with the theory of Paulo Freire the necessary education to be based from the concrete reality of the daily one lived by students of critical form so that thus it can point out its local and global existence. In the same way as it considers the pertaining to school Ambient Education based on one to know “ecosistemic”. The work had as inquiry instrument the participant observation. The data had been interpreted using it methodology proposal by content analysis, from which categories of analysis and understanding had been elaborated. As result, the study it points some perspectives that will be able to assist in the incorporation of contextualizado education as reference one to make (prática) pedagogical and that they can contribute for magnifying of the theoretical and practical debate about the subject.