A questão da sustentabilidade nas concepções e práticas docentes : um estudo com licenciados de ciências biológicas

• Ano de defesa: 2019
• Autor(a) principal: SILVA, Mona Lisa Dias da
• Orientador(a): JÓFILI, Zélia Maria Soares
• Banca de defesa: OLIVEIRA, Gilvaneide Ferreira de, FARIAS, Carmen Roselaine de Oliveira, MUHLE, Rita Paradeda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Sustentabilidade; Formação de professores; Prática docente
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8335

In this research we aimed to analyze the influence of different discourses on sustain-ability in the conceptions of undergraduates in Biological Sciences, aiming to support the planning and implementation of a pedagogical intervention plan on the subject, in a pedagogical workshop held during the mandatory supervised internship. As a theo-retical framework, this study analyzes the contributions of environmental education to sustainability, as it is seen in the educational context and to what extent the initial formation of science teachers, can contribute to the promotion of pedagogical media-tions that consider the principles of ethics and sustainability, in a notion of global citi-zenship. In this research, we used as a methodology the field study, collecting data in three stages, in which we sought: (a) to investigate the conceptions of undergradu-ates in Biological Sciences on sustainability to support the planning of a workshop on the subject; (b) identify undergraduate sustainability conceptions during the workshop held within the compulsory supervised internship discipline; and (c) to verify the influ-ence of the different discourses on sustainability in the elaboration and application of the intervention plan developed by the students during the workshop, associating the curriculum content with the sustainability theme in science teaching during the peda-gogical mediation performed in the classroom. We note the importance of reading, dialogued discussion and reflection on the theme during the initial formation to favor the substitution of a fragmented view with a richer and more complex understanding, combating the dichotomies and adding efforts to the greatness of sustainability, to overcome the planetary crisis. We hope that with this new perspective, future teach-ers will be able to direct their practice in keeping with the ethical and sustainable principles that are the most important pillars for the contemporary needs of planetary society.