Educação e cultura no processo de valoração do território ambiental

• Ano de defesa: 2013
• Autor(a) principal: Mélo, Cláudia Fernanda Teixeira de
• Orientador(a): Silva, Gicélia Mendes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Desenvolvimento e Meio Ambiente
• Palavras-chave em Português: Meio ambiente; Educação ambiental; Cultura; Escolas agrícolas; Território ambiental
• Palavras-chave em Inglês: Culture; Environmental education
• Área do conhecimento CNPq: CNPQ::OUTROS
• Link de acesso: https://ri.ufs.br/handle/riufs/4298

Understanding the environmental territory as a space for valuation, internalization and belonging in an educational perspective, it allows a connection between the main concepts of territory and territoriality culture. With the intention of analyzing how does the valuation of the territory from the rural school environment emphasizes the need to seek the essence and subject to legitimize actual values and appropriate, revealing feelings of belonging that characterize their territoriality. In this context, the Youth and Adult Education - EJA, as one of the current priorities of Brazilian education, a fact that justifies the need for studies on cultural diversity in response to membership site, based on their experiences of common community belong. This research has as main goal, is to investigate how the internalization of cultural territory by the EJA school students from rural municipality of Garanhuns-PE. The question to be investigated is placed on the study of how the subjects of rural schools experience and internalize the feeling of belonging. To this end, we used methodological perspective as the research method by observing, counting steps descriptive and qualitative analyzes. Data collection was conducted in distinct stages, from the survey data on the schools in question, plus the semi-structured interviews with teachers, to interventions and experiences in the classroom with students. For the analysis and categorization of data collected in the survey technique was used as the <Content Analysis> Bardin (2011). In light of reflections from the theoretical results and the results confirmed the hypothesis that the valuation of cultural identity by students allows the valuation of the environmental territory, demonstrating that these subjects can be protagonists of the improvements in your environment. Implicitly or explicitly showed that students internalize a sense of belonging in relation to location and experience, even without a conscious awareness most of the territories realize that agents are processing. Thus, it is concluded that the environmental territory can be apprehended through multiple relations valuation of a place through processes involving education and culture. The group, place and person, in a movement of interconnections senses to promote territoriality, thus constituting the environmental territory. The environmental territory is then outcome of the individual s relationships with its living space, mediated by the environment, culture and education