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Previous issue date: 2016-02-25 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The aim of this research is to analyze the initial training of Science and Biology
teachers and how it relates to the theme of Environmental Education, from the
perspective of curricular elements of the Biology Education Degree at the Pontifical
Catholic University of Rio Grande do Sul, with the theoretical approach of the Critical
Theory of the Curriculum. To this end, the methodological strategy included
document analysis of the Course?s Pedagogical Project, including summaries and
plans from all classes which are part of the course, focus groups with undergraduate
students, interviews with teachers from two classes and participant observation in the
Conservation Biology class. Using this methodological strategy, which includes
mixed instruments (interviews, field diaries, data from focus groups, document
analysis and literature review), we observed that the Biology Education Degree
includes curricular experiences in Environmental Education. These experiences take
place both in specific activities of the core curriculum, mainly in the Conservation
Biology class, and in other formative spaces ensured by the course, such as the
Institutional Grant Program for Teaching Initiation (Programa Institucional de Bolsa
de Inicia??o ? Doc?ncia - PIBID), understood as a powerful space regarding
Environmental Education because of its connection to schools and the practice
ensured by the teaching experience. Although teachers and students recognize
these spaces as formative in regards to Environmental Education, they acknowledge
the need to broaden the discussion on the topic, shifting the discussion from
commonplace (involving traditional topics as "garbage" and "recycling") and including
social and environmental discussions related to the political context of the city of
Porto Alegre. Although these issues are present in these curricular spaces, a critical
approach to Environmental Education appears to be marginalized. The presence of a
conservative and conservationist bias in practices and concepts is present. The initial
training for politically engaged teachers in environmental issues of their contexts
cannot be limited to the transmission of technical information on biological subjects.
Training of educators sensitive to the environmental agenda undergoes a curriculum
that is also sensitive to this issue and the university, as a sustainable educating
space, needs to increase its efforts in this task. / Esta pesquisa tem como objetivo analisar a forma??o inicial de professores de
Ci?ncias e Biologia no que se refere ao tema da Educa??o Ambiental, a partir dos
elementos curriculares do curso de Licenciatura em Ci?ncias Biol?gicas da Pontif?cia
Universidade Cat?lica do Rio Grande do Sul, tendo como enfoque te?rico as Teorias
Cr?ticas do Curr?culo. Para tal, enquanto estrat?gia metodol?gica foram realizadas a
an?lise documental do Projeto Pedag?gico do Curso, incluindo ementas e planos de
todas as disciplinas que o comp?em, grupos focais com alunos da licenciatura,
entrevistas com professores de duas disciplinas e observa??o participante na
disciplina de Biologia da Conserva??o. Partindo dessa estrat?gia metodol?gica, que
incluiu instrumentos mistos (entrevistas, di?rios de campo, dados dos grupos focais,
an?lise documental e pesquisa bibliogr?fica), foi poss?vel perceber que o curso de
Licenciatura em Ci?ncias Biol?gicas conta com experi?ncias curriculares em
Educa??o Ambiental. Essas experi?ncias ocorrem tanto no n?cleo disciplinar, em
atividades pontuais principalmente na disciplina de Biologia da Conserva??o, quanto
em outros espa?os formativos garantidos pelo curso, como ? o caso do Programa
Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID), entendido como espa?o
potente no que se refere ? Educa??o Ambiental em virtude de sua interface com a
escola e da pr?tica garantida pela experi?ncia em doc?ncia. Embora professores e
alunos reconhe?am esses espa?os como formadores no que se refere ? Educa??o
Ambiental, h? ainda o reconhecimento da necessidade de amplia??o da discuss?o
sobre o tema, no sentido de migrar as pr?ticas de um lugar-comum (que envolvem
temas tradicionais como ?lixo? e ?reciclagem?) e incluir outras discuss?es ambientais
tamb?m relacionadas ao contexto sociopol?tico da cidade de Porto Alegre. Embora
haja a presen?a do tema nesses espa?os curriculares, parece ainda marginalizada a
abordagem sobre a Educa??o Ambiental desde um sentido cr?tico. ? presente um
vi?s conservador e conservacionista nas pr?ticas e concep??es adotadas. A
forma??o inicial de professores engajados politicamente nas quest?es ambientais de
seus contextos n?o pode se restringir a transmiss?o de informa??es t?cnicas sobre
conte?dos biol?gicos. A forma??o de educadores sens?veis e capacitados para
desenvolver a pauta ambiental passa por um curr?culo tamb?m sens?vel a este tema.
A universidade, pensada enquanto espa?o educador sustent?vel, precisa ampliar
esfor?os nesta tarefa.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6706 |
| Date | 25 February 2016 |
| Creators | Schmitt, Lilian Alves |
| Contributors | De la Fare, M?nica |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, -3459865808041894734, -240345818910352367, -2555911436985713659 |
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