O letramento e a educa??o ambiental nos contextos, di?logos e pr?ticas do CAIC Paulo Dacorso Filho: limites e possibilidades.

• Ano de defesa: 2017
• Autor(a) principal: Castro, Vanessa Monteiro
• Orientador(a): Soares, Ana Maria Dantas
• Banca de defesa: Guimar?es, Mauro, Paula, Lucilia Augusta Lino de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: Educa??o Ambiental; Forma??o de Educadores Ambientais; Pr?ticas sociais
• Palavras-chave em Inglês: Environmental Education; Training of Environmental Educators; Social practices
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/4486

Thinking Environmental Education in the school context is to think primarily about educator training and school curriculum. The institutionalization of Environmental Education is a reality and with its arrival at school units, it is necessary to argue which kind of Environmental Education is present in Brazilian basic education. Therefore we must investigate the teacher training that will be responsible for this task from the earliest years of basic education. Our discussion is focused on the critical development of a contextualized educator training that is based on literacy, as a social practice, disseminating reading, writing and daily routines as reflections of knowledge about the sustainability of the environment, in order to achieve formation of socio-environmental awareness and individual practices inside and outside the school institution. This way, school practice was considered as an ally in rethinking the training and preparation of professionals in the first years of basic education, based on the Centro de Aten??o Integral ? Crian?a e ao Adolescente - CAIC Paulo Dacorso Filho, in Serop?dica. To support the discussion we established dialogues with authors who defend critical environmental education, plural literacy and pedagogical practices, among others. It is believed that the work will contribute with reflections for the development of an Environmental Literacy, which values the social and collective practices of an education critical and contextualized with the local reality.