Contribuições do estudo de discursos ambientais de futuros professores de Ciências/Química para uma abordagem crítica da educação ambiental

• Ano de defesa: 2015
• Autor(a) principal: Oliveira, Jennifer Santos de
• Orientador(a): Echeverría, Agustina Rosa
• Banca de defesa: Echeverría, Agustina Rosa, Peixoto, Joana, Queiroz, José Rildo de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Discurso ambiental; Educação ambiental crítica; Mudança cultural; Consciência; Formação de professores
• Palavras-chave em Inglês: Environmental discourse,; Critical environmental education; Cultural change; Conscience; Teacher training
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5299

Environmental themes have been analyzed from a variety of reality interpretations, from conservative ideological perspectives to more critical ones. Bearing in mind that environmental education is a field of intense discussion, it is of considerable importance for educators to understand of environmental discourses of subjects involved in the educational process. In this sense, seeking to combine aspects of environmental complexity, the need for environmental education that aims a social transformation and the influence of different areas in human training and human socialization, this study aimed to understand the environmental discourse of teachers in training for a possible signaling triggers concepts of an educational intervention in critical perspective. This study is part of a broader research and, methodologically, is configured as a participant research. We had as research subjects 12 chemistry course students who were enrolled in the Institutional Scholarship Program Introduction to Teaching. Both on the study design and in the analysis of the collected data, we assume as a reference fundamentals array of historical and dialectical materialism proposed by Marx and socio-historical psychology proposed by Vigotski. The environmental discourse of these future teachers proved to be hybrid and influenced mainly by environmental paradigms of contemporary society. Two concepts that we consider to be triggers of a critical environmental discussion, namely culture and conscience, emerged from the analysis. As the concepts of environment , sustainability and environmental education, the concepts of culture and consciousness were linked strictly to the notional values and behavioral changes devoid of socio-historical factors. We believe that a more fruitful approach these concepts can be found in the concept of culture in the broadest sense and consciousness in cognitive perspective.