Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-07-02T18:37:34Z No. of bitstreams: 1 Disserta??o Beatriz Garcia Lippert 2018_ Clube de Ciencias e EA-homologada-02-07-18.pdf: 2074244 bytes, checksum: f4f708364c3daad67c7292338286517f (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-07-10T11:20:53Z (GMT) No. of bitstreams: 1 Disserta??o Beatriz Garcia Lippert 2018_ Clube de Ciencias e EA-homologada-02-07-18.pdf: 2074244 bytes, checksum: f4f708364c3daad67c7292338286517f (MD5) / Made available in DSpace on 2018-07-10T11:28:46Z (GMT). No. of bitstreams: 1 Disserta??o Beatriz Garcia Lippert 2018_ Clube de Ciencias e EA-homologada-02-07-18.pdf: 2074244 bytes, checksum: f4f708364c3daad67c7292338286517f (MD5) Previous issue date: 2018-03-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Currently, the Brazilian legislation regulates the need to discuss Environmental Education in schools. However, many practices in formal and non-formal education are still outdated and often superficial. In this context, the Science Club is a non-formal teaching and learning environment that allows the development of contents related to environmental issues. Environmental Education will be approached in the present investigation through Deep Ecology and Ecological Thinking. In this scenario, the main objective of the study is to understand the contributions of the development of a Learning Unit of Environmental Education in a Science Club for the improvement of students' Ecological Thinking. The present research used the Learning Unit as a mode of organization and curricular construction based on the "Educate by research" method. The research is qualitative and will use a case study. The research subjects are eleven students of the 6th grade of Elementary School of a private school participating in a Science Club of PUCRS (Porto Alegre / RS). The data collection instruments used were Questionnaires, Observation, Material produced by the students, Audio Recording and Field Diary. The method of data analysis used was Textual Discursive Analysis proposed by Moraes and Galiazzi (2011). As a result of the analysis, three major categories emerged: Anthropocentric perceptions of students, Intermediate steps in the Walk, and Ecocentric perceptions of students. As a result, it was possible to notice in part of the students, usually in the first encounters, anthropocentric perceptions and actions, where the role of the human being prevailed over the other forms of life. Throughout the meetings, it was possible to observe the establishment of new relations by the students from experiments, debates and questionings from monitors and classmates. In addition, it was possible to identify ecocentric tendencies in the speeches, actions and materials produced by the participants, especially in the last classes. At the end of the research it was possible to observe the improvement of students' Ecological Thinking, expressed through ecocentric perceptions, integrative thinking, complex vision, sustainable actions, critical vision and autonomy. / Atualmente, o Brasil apresenta uma legisla??o que regulamenta a necessidade de debater Educa??o Ambiental nas escolas. No entanto, muitas das pr?ticas realizadas no ensino formal e n?o formal ainda est?o ultrapassadas e s?o, muitas vezes, superficiais. Nesse contexto, o Clube de Ci?ncias (CC) ? um ambiente n?o formal de ensino e aprendizagem que permite o desenvolvimento de conte?dos relacionados ? quest?o ambiental. A Educa??o Ambiental (EA) ser? abordada na presente investiga??o por meio da ecologia profunda e do Pensar ecol?gico. Nesse cen?rio, o objetivo principal do estudo ? compreender as contribui??es do desenvolvimento de uma unidade de aprendizagem de EA em um Clube de Ci?ncias para o aperfei?oamento do Pensamento ecol?gico dos estudantes. A presente investiga??o utilizou a unidade de aprendizagem (UA) como um modo de organiza??o e constru??o curricular baseado no Educar pela Pesquisa. A pesquisa ? de car?ter qualitativo, e ser? utilizado o estudo de caso. Os sujeitos de pesquisa s?o 11 estudantes de 6.? ano do Ensino Fundamental de um col?gio particular participantes de um Clube de Ci?ncias da PUCRS (Porto Alegre/RS). Os instrumentos de coleta de dados utilizados foram question?rios, observa??o, material produzido pelos alunos, grava??o de ?udio e di?rio de campo. O m?todo de an?lise dos dados utilizado foi a An?lise Textual Discursiva (ATD) proposta por Moraes e Galiazzi (2011). A partir da realiza??o da ATD, tr?s grandes categorias emergiram: percep??es antropoc?ntricas dos clubistas; pensamento em transi??o ; e percep??es ecoc?ntricas dos clubistas. Como resultado, foi poss?vel notar por parte dos alunos, normalmente nos primeiros encontros, percep??es e a??es antropoc?ntricas, em que o papel do ser humano prevalecia sobre as outras formas de vida. Ao longo dos encontros, foi poss?vel observar o estabelecimento de novas rela??es pelos educandos a partir de experimentos, debates e questionamentos dos monitores e colegas. Al?m disso, foi poss?vel identificar tend?ncias ecoc?ntricas nas falas, nas a??es e nos materiais produzidos pelos participantes do CC, principalmente nos ?ltimos encontros. Ao final da investiga??o, foi poss?vel observar o aperfei?oamento do Pensamento ecol?gico dos estudantes, expresso por meio de percep??es ecoc?ntricas, de pensamento integrativo, de vis?o complexa, de a??es sustent?veis, de vis?o cr?tica e de autonomia.