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Previous issue date: 2017-06-29 / O presente trabalho tem como objetivo analisar a contribui??o do ensino de geografia na promo??o da educa??o ambiental. Para isso, definimos como base de investiga??o as pr?ticas e saberes dos professores que lecionam geografia nos anos finais do ensino fundamental em escolas da cidade de Caic?, Estado do Rio Grande do Norte. Estamos movidos pela convic??o de que o ensino de geografia precisa corresponder aos avan?os te?ricos e metodol?gicos da educa??o brasileira, mediante o desafio de construir conhecimentos que favore?am a forma??o do aluno e para que possa obter melhorias significativas no processo de ensino-aprendizagem. Na perspectiva de desvendar novos caminhos que se aproximem de uma proposi??o mais cr?tica e reflexiva no ensino de geografia, na promo??o da educa??o ambiental, desvelaram-se, a partir do embasamento te?rico, os saberes necess?rios. Para isso, o trabalho se fundamentou em referenciais te?ricos sobre o ensino de geografia como Cavalcanti (2013), Callai (2003), Pontuschka et al., (2009), PCNs de Geografia (BRASIL 2001), dentre outros que enfatizam a educa??o ambiental; Carvalho (2006), Reigota (2010), Sato; Carvalho (2005), Guti?rrez; Prado (2002), Gadotti (2000). Desse modo, destacamos: Cotidiano; Interdisciplinaridade; Participa??o e Rela??o local/global. No ?mbito dos estudos realizados, consideramos que uma nova proposta da organiza??o curricular por temas geradores ? uma dimens?o a ser incorporada pelo ensino de geografia com condi??es de discutir em profundidade as rela??es ?ticas e solid?rias, com atos mais sens?veis e criativos das nossas rela??es com o ambiente. Esta pesquisa configura-se como um estudo de caso e utilizou como procedimento metodol?gico uma abordagem de natureza qualitativa realizada a partir de entrevistas semiestruturadas com 20 professores de geografia, em escolas que contemplam os anos finais do ensino fundamental das redes de ensino p?blico estadual, municipal e particular, todas localizadas na cidade de Caic?-RN. Os dados analisados revelam que um n?mero significativo dos professores reconhece a necessidade de incorporar teorias e metodologias no ensino de geografia, na promo??o da educa??o ambiental, mas verificamos que a maioria dos docentes n?o exercita, por exemplo, a interdisciplinaridade na pr?tica, bem como, observamos na fala dos mesmos que ? bastante t?nue a participa??o do aluno na sugest?o de temas sobre meio ambiente que ainda assim mant?m uma forte liga??o com os conte?dos abordados pelo livro did?tico ao tratar do cotidiano e da rela??o local/ global, o que conduz a uma aprendizagem pouco atrativa e sem significado para o aluno. / The present study aims to analyze the contribution that geography teaching has on promoting environmental education. To this end, we investigate the knowledge and practices of geography teachers of the final years of Elementary School, in Ca?co, Rio Grande do Norte. We are motivated by the conviction that geography teaching needs to keep abreast with the theoretical and methodological advances in Brazilian education, faced with the challenge of building knowledge that favors the students? education, so that significant improvements in the teaching/learning process are fomented. The necessary areas of knowledge were identified, based on this perspective of revealing new ways for achieving a more critical and reflexive approach to geography teaching, aiming to promote environmental education. In order to that, the study was based on theoretical references about the geography teaching, such as Cavalcanti (2013), Callai (2003), Pontuschka et al., (2009), PCNs de Geografia (BRASIL, 2001), among others that emphasize the environmental education, such as Carvalho (2006), Reigota (2010), Sato; Carvalho (2005), Guti?rrez; Prado (2002), Gadotti (2000). Of these, we highlight the following: the quotidian context; an interdisciplinary approach; and local/global participation and relations. In the context of the study carried out, we propose that the new model for the organization of the curriculum should include a dimension that incorporates provocative themes for teaching geography, to discuss, in depth, ethics and solidarity, performing more sensitive and creative acts in our relation to the environment. This research is considered a case study and the methodological approach to this research is characterized as qualitative in nature, carried out in semi-structured interviews with 20 geography teachers, in schools that include the final years of Elementary school, in the State and City public schools, specifically, in the city of Caic?-RN. The data analyzed reveals that a significant number of teachers recognize the need to incorporate theories and methods of geography teaching to promote environmental education, but we verified that the majority of the teachers do not, as exemplified in the lack of an interdisciplinary practice, as well as, in their utterances which are very tenuous about the students? participation in suggesting themes about the environment, which still maintain a strong link with the content presented in the textbooks, with regard to quotidian issues and local/global relations, establishing a type of teaching that lacks significance for and engagement with the students.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24303 |
| Date | 29 June 2017 |
| Creators | Medeiros, Adynamor Lucena de |
| Contributors | 51259508404, Silva, Jeane Medeiros, 04285547686, Cirino, Maria Reilta Dantas, 39273016472, Ara?jo, Sandra Kelly de |
| Publisher | SEM PROGRAMA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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