Representações sociais sobre educação ambiental e objetivações em práticas pedagógicas no ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Avila, Adriana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Pato Branco; Brasil; Programa de Pós-Graduação em Desenvolvimento Regional; UTFPR
• Palavras-chave em Português: Representações sociais; Educação ambiental - Aspectos sociais; Educação ambiental - Estudo e ensino; Social representations; Environmental education - Social aspects; Environmental education - Study and teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/1714

This work presents results, reflections, conclusions and considerations about the research entitled "Social representations of environmental education and objectivations in teaching practices in elementary school ". She intended to make known research whose objectives were to know the current environmental education framework (EA) developed by the teachers of the early years of elementary school of that city; identify their social representations about EA and the ways in which these representations are objectified in their teaching practices. Thus, the methodology is characterized by the qualitative approach; whose data collection instruments were the Free Evocation Questionnaire (QEV), the semi-structured interviews and documentary research. The QEV consists of free recall questions and essay questions, whose data is quantitative and qualitative. Data from this instrument were analyzed according to the procedures of the Structural Approach to Theory of Social Representations. In turn, the analysis of data obtained through the interview and reading the documents followed the guidelines of the Content Analysis method. The theoretical and methodological basis of this research was the Theory of Social Representations and critical approach to environmental education. Thus, the results obtained in the investigation allowed us to identify the social representations of EA of participants; confirm that such representations are being targeted in their pedagogical practices that are characterized as conservative. Also confirm that the teaching documents of the surveyed network are in line with the official documents on EA; the AE actions developed in the network are referenced in the teaching documents of the network and in the official documents of EA and the EA practices of survey participants teachers relate directly with their social representations on Environmental Education.