O uso de sequências didáticas na formação inicial de professores da Educação do campo em questões ambientais na perspectiva da totalidade
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Data
2018-02-26
Autores
Stauffer, Alexsandra Gomes Biral
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Universidade Federal do Espírito Santo
Resumo
The objective of this research was to analyze the socio - philosophical, methodological and pedagogical aspects of an initial training course for teachers of the field education in environmental issues. The course was held in the first half of 2017, involving 58 students between the ages of 18 and 50 of the Undergraduate Course in Field Education, from the São Mateus campus of the Federal University of Espírito Santo, Brazil, whose organization was given in 4 moments, namely, Choosing (Moment 1), Knowing (Moment 2), Evaluating (Moment 3) and Reflecting (Moment 4). During Moment 1 - Choose, the locus, the participants and the topic of study were defined. At the moment 2 - To know, a questionnaire was applied to the 58 participants of the research to unveil the profile of the subjects. Thematic approach was used using the theme sustainability and use of concept maps. At the Moment 3 - Evaluate, didactic sequences were elaborated based on the proposal of Three Pedagogical Moments (3MP), of Delizoicov, Angotti and Pernambuco, that, in sequence, were applied in schools of the field. At the last moment - Reflecting, was reserved to promote reflections on the pedagogical interventions from debates and reports of teachers of the schools. The qualitative study of teacher training was conducted in the qualitative perspective of action research, supported by data produced from observations, interviews, oral and written reports, photographs, and studies of official documents. The course promoted in teachers the introduction of new pedagogical practices, based on the debates and pedagogical practices carried out. The contents covered during the course were in line with the Federal and State Environmental Education Laws (Federal Law No. 9.795 / 1999, and State Law No. 9.265 / 2009). It is necessary to discuss this theme with the teachers in initial formation, since the study of environmental issues from the perspective of totality reveals a way of thinking and doing education in a reflexive and critical way, integrating theory and practice, research and pedagogical intervention.
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Environmental education , Teacher training , Following teaching , Freirean thematic approach , Totality , Formação de professores , Sequência didática , Abordagem temática freireana , Totalidade
Citação
STAUFFER, Alexsandra Gomes Biral. O uso de sequências didáticas na formação inicial de professores da Educação do campo em questões ambientais na perspectiva da totalidade. 2018. 132 f. Dissertação (Mestrado em Ensino na Educação Básica) - Programa de Pós-Graduação em Ensino na Educação Básica, Universidade Federal do Espírito Santo, São Mateus, 2018.