A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn
Ano de defesa: | 2019 |
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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: |
Universidade Federal Rural do Semi-Árido
Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e Instituições |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufersa.edu.br/handle/prefix/2193 |
Resumo: | Through the Environmental Education National Policy (Política Nacional de Educação Ambiental – PNEA), environmental education should be developed in every educational level, as an integrated educational practice, continuous, permanent and in a crosssectional and interdisciplinary way. In tertiary education, the themes related to environmental education allow the promotion of aspects related to citizenship, sustainability and professional responsibility with environment preservation. However, in the literature, there is not a specific recipe to address environmental issues in graduation courses that meets what advocates PNEA and the Education Guidelines and Framework Law (LDB), what turns it into a challenge that requires pedagogical projects that cohere with this proposal and with teachers’ qualification. In this context, the aim of this study is to analyze the approach of Environmental Education in the graduation course of Physics at the central campus of the State University of Rio Grande do Norte (UERN) in Mossoró (Brazil). Qualitative and quantitative techniques were adopted on the methodological proceedings. An investigation on the following institutional documents was carried out: Institutional Development Plan (Plano de Desenvolvimento Institucional – PDI), Institutional Pedagogical Project (Projeto Pedagógico Institucional – PPI), Course Pedagogical Project (Projeto Pedagógico do Curso – PPC) and other important documents related to the pedagogical proceedings of the scope of the course. When considering the legal side, the PNEA and the National Curricular Guidelines (DCNs) to the course of Physics, among other regulations, were analyzed. It was also carried out a detailed mapping of the data that refer to the projects and activities of research and extension projects, in order to verify if there are crosssectional themes related to environment issues on these actions. The quantitative analysis was constituted by the application and analysis of a structured questionnaire with closed ended questions in Likert scale and open questions, performed with 100% of the professors of the course. The environmental education thematic is present on UERN’s and Physics’ course formal documents, and they are coherent with the legislation. On the actions of teaching, research and extension, systematic actions of the permanent cross-sectional approach were not found. The teaching staff understands the necessity of performing the pedagogical proposal related to the environmental education, however, their pedagogical practices are strongly focused on their stricto sensu education. The understanding that the pedagogical proposal is important on the part of the professors, what was observed on this study, may be the way to lead classroom praxis to reflect directly on the academic education of the Physics course’s students of UERN. The continuous education of the professors, the assistance, evaluation and meta-evaluation of the teaching, research and extension activities are important strategies on the effectiveness of environment education as a permanent cross-sectional theme |
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A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rntema transversalaspectos pedagógicoseducação e sustentabilidadecross-sectional themepedagogical aspectseducation and sustainabilityOUTROS::CIENCIA COGNITIVAThrough the Environmental Education National Policy (Política Nacional de Educação Ambiental – PNEA), environmental education should be developed in every educational level, as an integrated educational practice, continuous, permanent and in a crosssectional and interdisciplinary way. In tertiary education, the themes related to environmental education allow the promotion of aspects related to citizenship, sustainability and professional responsibility with environment preservation. However, in the literature, there is not a specific recipe to address environmental issues in graduation courses that meets what advocates PNEA and the Education Guidelines and Framework Law (LDB), what turns it into a challenge that requires pedagogical projects that cohere with this proposal and with teachers’ qualification. In this context, the aim of this study is to analyze the approach of Environmental Education in the graduation course of Physics at the central campus of the State University of Rio Grande do Norte (UERN) in Mossoró (Brazil). Qualitative and quantitative techniques were adopted on the methodological proceedings. An investigation on the following institutional documents was carried out: Institutional Development Plan (Plano de Desenvolvimento Institucional – PDI), Institutional Pedagogical Project (Projeto Pedagógico Institucional – PPI), Course Pedagogical Project (Projeto Pedagógico do Curso – PPC) and other important documents related to the pedagogical proceedings of the scope of the course. When considering the legal side, the PNEA and the National Curricular Guidelines (DCNs) to the course of Physics, among other regulations, were analyzed. It was also carried out a detailed mapping of the data that refer to the projects and activities of research and extension projects, in order to verify if there are crosssectional themes related to environment issues on these actions. The quantitative analysis was constituted by the application and analysis of a structured questionnaire with closed ended questions in Likert scale and open questions, performed with 100% of the professors of the course. The environmental education thematic is present on UERN’s and Physics’ course formal documents, and they are coherent with the legislation. On the actions of teaching, research and extension, systematic actions of the permanent cross-sectional approach were not found. The teaching staff understands the necessity of performing the pedagogical proposal related to the environmental education, however, their pedagogical practices are strongly focused on their stricto sensu education. The understanding that the pedagogical proposal is important on the part of the professors, what was observed on this study, may be the way to lead classroom praxis to reflect directly on the academic education of the Physics course’s students of UERN. The continuous education of the professors, the assistance, evaluation and meta-evaluation of the teaching, research and extension activities are important strategies on the effectiveness of environment education as a permanent cross-sectional themePor meio da Política Nacional de Educação Ambiental – PNEA, a Educação Ambiental deve ser desenvolvida em todos os níveis de ensino, como prática educativa integrada, contínua, permanente e de forma transversal e interdisciplinar. Na educação superior, a temática ambiental possibilita fomentar aspectos relacionados à cidadania, sustentabilidade e a responsabilidade profissional com a conservação ambiental. Contudo, na literatura, não existe uma receita específica para abordar questões ambientais em cursos de graduação, que atenda o que preconiza a o PNEA e a Lei de Diretrizes e Bases da Educação – LDB, o que caracteriza um desafio, que requer projetos pedagógicos coerentes com esse propósito e a formação de professores. Nesse contexto, a pesquisa tem como objetivo, analisar a abordagem da Educação Ambiental na Licenciatura em Física, Câmpus Central da Universidade do Estado do Rio Grande do Norte – UERN, em Mossoró-RN. Como procedimentos metodológicos foram adotadas técnicas quali-quantitativas. Foi realizada investigação nos documentos institucionais: Plano de Desenvolvimento Institucional – PDI, Projeto Pedagógico Institucional – PPI, Projeto Pedagógico do Curso – PPC e outros documentos pertinentes relativos aos procedimentos pedagógicos no âmbito do curso. Nos aspectos legais, foram analisadas a PNEA, o Plano Nacional de Educação – PNE, e as Diretrizes Nacionais Curriculares – DCNs para o curso de Física, dentre outras normativas. Ainda, foi feito um levantamento minucioso de dados referentes aos projetos e atividades de pesquisa e extensão para verificar a transversalidade da temática ambiental nessas ações. A análise quantitativa constou da aplicação e análise de um questionário estruturado com perguntas fechadas em escala Likert e questões abertas, com 100% dos professores do curso. A temática Educação Ambiental está presente nos documentos formais da UERN e do curso de física, de forma coerente ao que preconiza a legislação. Com efeito, nas ações de ensino, pesquisa e extensão, não se verificam ações sistemáticas da abordagem transversal e permanente. O corpo docente reconhece a necessidade da efetivação da proposta pedagógica quanto à Educação Ambiental, mas a prática pedagógica dos professores, com frequência são fortemente direcionadas para suas áreas de formação stricto sensu. O reconhecimento da importância da proposta pedagógica por parte dos professores, que se verificou nesta pesquisa, pode ser o caminho para que a práxis em sala de aula venha a refletir diretamente na formação acadêmica dos estudantes da licenciatura em física da UERN. A formação continuada de docentes, o acompanhamento, a avaliação e a meta-avaliação das atividades de ensino, pesquisa e extensão são estratégias importantes na efetivação da educação ambiental como tema transversal e permanenteTrabalho não financiado por agência de fomento, ou autofinanciadoUniversidade Federal Rural do Semi-ÁridoBrasilCentro de Ciências Sociais Aplicadas e Humanas - CCSAHUFERSAPrograma de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e InstituiçõesOliveira, Alan Martins dehttp://lattes.cnpq.br/2105147275400017Silva, Edson Vicente da14231921334http://lattes.cnpq.br/3354228537186786Silva, Márcia Regina Farias da81259980472http://lattes.cnpq.br/3982283135879345Paiva, Emanuella Rodrigues Veras da Costa2019-10-23T20:11:26Z2019-04-252019-10-23T20:11:26Z2019-03-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfCitação com autor incluído no texto: Paiva (2019) Citação com autor não incluído no texto: (PAIVA, 2019)https://repositorio.ufersa.edu.br/handle/prefix/2193porPAIVA, Emanuella Rodrigues Veras da Costa. A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn. 2019. 115 f. Dissertação (Mestrado em Cognição, Tecnologia e Instituições), Universidade Federal Rural do Semi-Árido, Mossoró, 2019.CC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)instname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSA2023-11-20T20:36:58Zoai:repositorio.ufersa.edu.br:prefix/2193Repositório Institucionalhttps://repositorio.ufersa.edu.br/PUBhttps://repositorio.ufersa.edu.br/server/oai/requestrepositorio@ufersa.edu.br || admrepositorio@ufersa.edu.bropendoar:2023-11-20T20:36:58Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA)false |
dc.title.none.fl_str_mv |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
title |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
spellingShingle |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn Paiva, Emanuella Rodrigues Veras da Costa tema transversal aspectos pedagógicos educação e sustentabilidade cross-sectional theme pedagogical aspects education and sustainability OUTROS::CIENCIA COGNITIVA |
title_short |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
title_full |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
title_fullStr |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
title_full_unstemmed |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
title_sort |
A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn |
author |
Paiva, Emanuella Rodrigues Veras da Costa |
author_facet |
Paiva, Emanuella Rodrigues Veras da Costa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Alan Martins de http://lattes.cnpq.br/2105147275400017 Silva, Edson Vicente da 14231921334 http://lattes.cnpq.br/3354228537186786 Silva, Márcia Regina Farias da 81259980472 http://lattes.cnpq.br/3982283135879345 |
dc.contributor.author.fl_str_mv |
Paiva, Emanuella Rodrigues Veras da Costa |
dc.subject.por.fl_str_mv |
tema transversal aspectos pedagógicos educação e sustentabilidade cross-sectional theme pedagogical aspects education and sustainability OUTROS::CIENCIA COGNITIVA |
topic |
tema transversal aspectos pedagógicos educação e sustentabilidade cross-sectional theme pedagogical aspects education and sustainability OUTROS::CIENCIA COGNITIVA |
description |
Through the Environmental Education National Policy (Política Nacional de Educação Ambiental – PNEA), environmental education should be developed in every educational level, as an integrated educational practice, continuous, permanent and in a crosssectional and interdisciplinary way. In tertiary education, the themes related to environmental education allow the promotion of aspects related to citizenship, sustainability and professional responsibility with environment preservation. However, in the literature, there is not a specific recipe to address environmental issues in graduation courses that meets what advocates PNEA and the Education Guidelines and Framework Law (LDB), what turns it into a challenge that requires pedagogical projects that cohere with this proposal and with teachers’ qualification. In this context, the aim of this study is to analyze the approach of Environmental Education in the graduation course of Physics at the central campus of the State University of Rio Grande do Norte (UERN) in Mossoró (Brazil). Qualitative and quantitative techniques were adopted on the methodological proceedings. An investigation on the following institutional documents was carried out: Institutional Development Plan (Plano de Desenvolvimento Institucional – PDI), Institutional Pedagogical Project (Projeto Pedagógico Institucional – PPI), Course Pedagogical Project (Projeto Pedagógico do Curso – PPC) and other important documents related to the pedagogical proceedings of the scope of the course. When considering the legal side, the PNEA and the National Curricular Guidelines (DCNs) to the course of Physics, among other regulations, were analyzed. It was also carried out a detailed mapping of the data that refer to the projects and activities of research and extension projects, in order to verify if there are crosssectional themes related to environment issues on these actions. The quantitative analysis was constituted by the application and analysis of a structured questionnaire with closed ended questions in Likert scale and open questions, performed with 100% of the professors of the course. The environmental education thematic is present on UERN’s and Physics’ course formal documents, and they are coherent with the legislation. On the actions of teaching, research and extension, systematic actions of the permanent cross-sectional approach were not found. The teaching staff understands the necessity of performing the pedagogical proposal related to the environmental education, however, their pedagogical practices are strongly focused on their stricto sensu education. The understanding that the pedagogical proposal is important on the part of the professors, what was observed on this study, may be the way to lead classroom praxis to reflect directly on the academic education of the Physics course’s students of UERN. The continuous education of the professors, the assistance, evaluation and meta-evaluation of the teaching, research and extension activities are important strategies on the effectiveness of environment education as a permanent cross-sectional theme |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-23T20:11:26Z 2019-04-25 2019-10-23T20:11:26Z 2019-03-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Citação com autor incluído no texto: Paiva (2019) Citação com autor não incluído no texto: (PAIVA, 2019) https://repositorio.ufersa.edu.br/handle/prefix/2193 |
identifier_str_mv |
Citação com autor incluído no texto: Paiva (2019) Citação com autor não incluído no texto: (PAIVA, 2019) |
url |
https://repositorio.ufersa.edu.br/handle/prefix/2193 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
PAIVA, Emanuella Rodrigues Veras da Costa. A transversalidade da educação ambiental: parâmetros curriculares e concepções pedagógicas no curso de física da uern câmpus central, mossoró/rn. 2019. 115 f. Dissertação (Mestrado em Cognição, Tecnologia e Instituições), Universidade Federal Rural do Semi-Árido, Mossoró, 2019. |
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CC-BY-SA info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
CC-BY-SA |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e Instituições |
publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e Instituições |
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UFERSA |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA) |
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