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Previous issue date: 2016-02-26 / A educa??o ambiental come?ou a ser discutida a partir da intensifica??o da a??o humana, proveniente da revolu??o industrial. No Brasil a proposta ganhou destaque com a Pol?tica Nacional de Meio Ambiente, a qual sugeriu que a educa??o ambiental fosse desenvolvida em todos os n?veis de ensino e, mais tarde, de acordo com os Par?metros Curriculares Nacionais, de forma perpassada pelos conte?dos oferecidos por todos os componentes curriculares. Diante desse desafio, o presente trabalho tem como objetivo averiguar as forma??es ofertadas nos cursos de licenciatura em educa??o f?sica do Estado do Rio Grande do Norte, verificando qual o perfil do profissional que est? sendo formado. Para tanto, foram realizadas entrevistas com os coordenadores de 6 institui??es que oferecem o curso de licenciatura em educa??o f?sica universidades identificadas no Estado (UFRN, UNI-RN, UNIFACEX, FANEC e UERN - Campus Mossor? e Pau dos Ferros), foi aplicado um question?rio com 30% dos alunos formandos no segundo semestre de 2015 e observou-se o projeto pedag?gico e as ementas das disciplinas das institui??es que disponibilizaram esses documentos. Os resultados apontaram, para o reconhecimento, por parte de alunos e coordenadores, da import?ncia da tem?tica ambiental para a ?rea da educa??o f?sica. Entretanto, os discursos entre coordenadores e alunos se contradizem em todas as universidades. Para os coordenadores, por ser uma exig?ncia do Minist?rio da Educa??o, a educa??o ambiental est? presente em algumas disciplinas do curr?culo de forma efetiva. Entretanto, na pr?tica, os formandos, em sua maioria, mostram desconhecer o trabalho de educa??o ambiental presentes em seus cursos, afirmam n?o terem uma forma??o que atenda a tais aspectos e, ao serem solicitados para que exemplifiquem como seria sua atua??o perante ? discuss?o ambiental, muitos deles exibem uma forma??o fragilizada para o desenvolvimento do tema em seus futuros ambientes de trabalho, demonstrando atividades acr?ticas. Apesar da obrigatoriedade no contexto educacional j? existir h? d?cadas e a import?ncia do tema se revelar nos discursos dos profissionais, a educa??o ambiental ainda aparece de forma t?mida nos curr?culos e na viv?ncia das forma??es em educa??o f?sica, mostrando a necessidade de reestrutura??o curricular e de novas compreens?es para o tema, fazendo com que ele esteja mais presente no dia a dia dos futuros professores que dever?o abord?-lo em suas aulas. / Environmental education started to be discussed since the intensification of the human activity, as a consequence of the industrial revolution. In Brazil, the proposal has gained attention due to the National Environmental Policy, which suggested inserting environmental education in all education levels and later as a crosscutting topic pervading the contents offered in all courses, according to the National Curricula Parameters. Faced with such a challenge, this work aimed to identify how environmental concerns is being considered in physical education licentiate courses at Rio Grande do Norte. For this purpose, we have adopted a descriptive method starting from interviews with coordinators of six institutions offering a physical education licentiate degree (UFRN, UNI-RN, UNIFACEX, FANEC, and UERN ? Mossor? and Pau dos Ferros Campi), the application of a questionnaire with 30% of graduating students in the second half of 2015, and observations from the pedagogical projects and syllabi of the institutions that have provided such documents. Results have pointed out the acknowledgement of students and coordinators on the importance of addressing environmental concerns in physical education. However, coordinators and students contradict each other in all investigated institutions. According to the coordinators, environmental education effectively is in some courses of the curriculum as a mandatory requirement from the Brazilian National Ministry of Education. Nonetheless, in practice, most graduating students have no knowledge about environmental education in their courses, stating that they do not have training suited to meet these concerns. When requested to exemplify how they would deal with environmental education, a fragile education to address this topic in their future workspaces was revealed, showing uncritical activities. Despite the obligatoriness in the educational context already exists for decades and the importance of this topic revealed in the speeches of professionals, environmental education is still shy in physical education curricula and education courses, thereby showing the need of a curricular restructuration and a new understanding on this topic, as well as making it to be more present in the daily activities of the future teachers who should take it into consideration in their classes.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21118 |
| Date | 26 February 2016 |
| Creators | Silva, Carlos Eduardo Lopes da |
| Contributors | 23042109453, http://lattes.cnpq.br/9283008377235258, Ara?jo, Allyson Carvalho de, 01207747475, http://lattes.cnpq.br/3443942683481696, Costa, Elaine Melo de Brito, 78595312400, http://lattes.cnpq.br/6585812032940319, Dias, Maria Aparecida, 76117855753, http://lattes.cnpq.br/1131977255034974, Soares, Marta Genu, 11704314291, http://lattes.cnpq.br/5299382052741078, Melo, Jos? Pereira de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O F?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| 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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