Aprendizagem, educação ambiental e escola: modos de en-agir na experiência de estudantes e professores

• Ano de defesa: 2016
• Autor(a) principal: Santos, Joceilma Sales Biziu dos
• Orientador(a): Demoly, Karla Rosane do Amaral
• Banca de defesa: Gorczevski, Deisimer , Cabral, Lílian Caporlíngua Giesta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido
• Programa de Pós-Graduação: Programa de pós-graduação em Ambiente, Tecnologia e Sociedade
• País: Brasil
• Palavras-chave em Português: Aprender; Educação ambiental; Estudantes; Professores; Processos enativos; Learning; Environmental education; Students; Teachers; enativos processes
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://repositorio.ufersa.edu.br/handle/tede/545

This research discusses the processes involved in the en-acting students and teachers in the interaction with the environment, in a state school of Barro / CE. The phenomenon of learning environmental education in school, from the perspective that we believe as more relevant, is a process that involves new knowledge production paradigms. We observe and do what we distinguish as reality as an integrated whole, where the subjects are recognized as part of the environment. Placed perspective is important because we believe that the understanding of human-nature relations is crucial to the survival and humanity and even the welfare of other living beings. The research aims to analyze how teachers and students conceive of environmental education and how these modes of perception become in photography workshops in school. Seek support for complex and integrated study of living systems, supported the construction of Francisco Varela (1988, 1995), Humberto Maturana (1995, 2004) and Edgar Morin (2004). The methodology chosen for the development of the study is the intervention research, we seek to track changes in a learning pathway. In search of perception of reality, we chose to production workshops, where the researcher organizes a production environment with a group of teachers and students, doings that favor the observation and analysis of how the subjects coordinate their actions and turn them into a route collective production. The development of workshops, the researcher provides participants operate with the construction of photographic images and the weaving of talks networking, interacting directly with doings of the participating subjects. Works inspired by the cartography as a research method, and try to follow what happens through written the events of the workshops in the researcher's field diary, analysis of what emerges in the photo production route and talk about production. As a result of this intervention research, we try to explain the observation and analysis of the experiences in progress in school, understanding of existing concepts and relationships between individuals and the environment and complexifying our understanding of how experiences produced in the school environment participate in the construction of ways of thinking about environmental education. In this sense, we have seen ways of thinking about environmental education and changes that occur during the course of the workshops. By analyzing images, productions and writings that make up this research we observed that in the early stages of the experiment, the subjects, supported by the learning processes of reproduction, show emotions like fear and insecurity to connect in the authoring process and quite apprehension in sharing their experiences. Brought the idea / environmental understanding returned to space and natural resources, showing distance between human beings as an integral part of the environment. Environmental education is understood as education focused on the care of natural resources. During the course of the workshops, these movements will modulating and we see greater integration and attention to each other through the sharing of singularities. The subjects, the en-act in the doings of the workshops, perform gestures of openness to other possible ways that favor the understanding of learning environmental education and care process and promotion of life and the preservation of all beings