Educação ambiental, educação infantil e processos formativos: nas margens de Abrolhos e Cassurubá

• Ano de defesa: 2025
• Autor(a) principal: Ribeiro, Luana Manzione
• Orientador(a): Côco, Valdete
• Banca de defesa: Simões, Regina Helena Silva , Coelho, Geide Rosa , Silva, Álamo Pimentel Gonçalves da , Frederico Monteiro Neves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Doutorado em Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação
• País: BR
• Palavras-chave em Português: Educação ambiental; Unidades de conservação; Povos tradicionais
• Área do conhecimento CNPq: Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/19841

The Federal Conservation Units - Abrolhos Marine National Park and the Cassurubá Extractive Reserve, located partially in the municipality of Caravelas (BA) and entirely in the territory of identity of the extreme south of Bahia, surround a traditional community that preserves artisanal fishing as a cultural and socioeconomic heritage. The object of the thesis is the training processes of early childhood education (EI) teachers in environmental education (EE) in daycare centers and public schools in Caravelas. In this scenario, I problematize how dialogues in the territory between educational and environmental institutions strengthen the sense of belonging of their community from the perspective of critical environmental education (EAC) and contribute to the implementation of educational and environmental policies in school spaces that offer EI? How do the training processes vivify the teacher's constitution, the appreciation of their culture, life stories and impact on the learning of the school community and contribute to the conservation of biodiversity? In dialogue with these reflections, I mobilize the general objective of analyzing the articulation in the territory between institutions, daycare centers and schools in the training processes in EE in EI. And, as specific objectives: (i) investigate the training processes in EE already carried out; (ii) identify the demands and challenges of teachers in relation to the theme and its curricular insertion; (iii) learn about the life stories of teachers and their connections to the culture of the territory and to EE; (iv) map the EE proposals implemented by teachers; (v) understand how the insertion of legal bases and curricular and training policies occurs in the training processes of EE in EI together with daycare centers and public schools in the territory and how they are articulated with the current dialogues; (vi) analyze in the Political-Pedagogical Projects (PPPs) the insertion of the theme and proposals for training processes in EE. The theoretical-methodological framework is based on Bakhtin and Freire, considering them as philosophers of life, based on their interconnections with the social conception of language and the human sciences. From the perspective of qualitative research, I chose to investigate the statements of the teachers based on the narrative research methodology, conceiving it as a formative process, instigating dialogues about EE training in EI and the themes that permeate it, using as an instrument a script with three thematic axes (Territory and Life History; Environmental Education and Teacher Training). The research anchored by the narrative research methodology and documentary study provided the following contributions to the field: The low amount of investment in the field of EE research in EI; There is a sense of belonging to the territory and its culture full of power and fertility; EI teachers do not feel their formative demands are unwelcome and work on them based on the available resources; The PPPs do not discuss the issue and the urgency of strengthening inter-institutional articulations aimed at implementing the legal bases and curricular policies for EAC training in the territory's EI.