Educação Ambiental em uma abordagem CTSA na educação básica

• Ano de defesa: 2020
• Autor(a) principal: Silva, Ana Paula Santos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Educação Ambiental Crítica; Critical Environmental Education; Abordagem CTSA; STSE Approach; Ensino e aprendizagem; Teaching and Learning; Resíduo Urbano; Urban Waste; Sequência didática; Didactic Sequence; CNPQ::CIENCIAS BIOLOGICAS; Educação ambiental; Educação básica; Ciência, tecnologia, sociedade e ambiente
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31650; http://doi.org/10.14393/ufu.te.2021.185

This research has the theme of Environmental Education (EE) in an approach of Science, Technology, Society and Environment (STSE) and was motivated due to the deficiency of its teaching in basic education. The general objective was to verify the contributions of a STSE approach in the teaching and learning of critical EE in basic education. The specific objectives were: To identify students' previous conceptions about EE; Develop a didactic strategy using a STSE approach; Apply the didactic sequence on EE through a STSE approach to high school in the area of Natural Sciences knowledge. To achieve the results, the methodology was of an exploratory qualitative nature. As it is an educational research, with a didactic sequence as a product, the methodological procedure was participatory research. In this procedure, the group involved was not only the object of study, but also subjects participating in the research path, in which, they proposed solutions to the problems raised and the group's self-knowledge process. The research scenario was a public school in the state of Minas Gerais in the municipality of Ituiutaba. Approximately 30 students from the third year of high school were adopted. The instruments used were questionnaires, observations, logbook, photos and videos. Regarding the subjects' previous knowledge, it was found that the understanding of EE and STSE was a shallow and superficial knowledge based on common sense, characterized by the practices of an individualistic EE. After the application of the questionnaire, the planning and elaboration of a didactic sequence was carried out based on the subjects' prior knowledge in order to achieve success in the process of teaching and learning about critical EE from the perspective of the STSE. In the application of the didactic sequence, it was evidenced that it is possible to develop activities and learning EE through a STSE approach. Subsequently, urban waste was a problematic theme of knowledge for reflection and perception of students about critical EE in high school in the area of Natural Sciences knowledge. It was observed that the process of introducing a STSE approach contributed for the participating subjects to acquire critical, interdisciplinary and significant knowledge about critical EE, since they built a knowledge that contributed to the perception of the urgency of a collective EE, allowing a possible opportunity for effective participation in social, cultural, political and economic processes related to the environment in which they.