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Previous issue date: 2008-09-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life / A pesquisa objetivou investigar as dimens?es e o universo das representa??es sociais de educa??o ambiental, e conseq?entemente identificar sentidos e significados de Educa??o Ambiental. Assumiu como pressuposto as dimens?es da educa??o e de ambiente. Adotou-se como referencial a dimens?o ou campo de representa??o de Moscovici. Participaram 120 discentes de Escolas P?blicas da Educa??o B?sica e 323 do Ensino Superior - no l?cus UPEFACETEG. Elencaram-se como quest?es norteadoras da pesquisa: 1. Que dimens?es/categorias existem no campo sem?ntico das representa??es sociais de educa??o ambiental? 2. Quais os sentidos e significados da educa??o ambiental? 3. As representa??es de estudantes da Educa??o B?sica se assemelham ou diferenciam da Educa??o Superior? O software EVOC auxiliou na organiza??o do campo sem?ntico para constru??o das categorias, com apoio da an?lise de conte?do. As justificativas foram ordenadas em classes lexicais utilizando-se o software ALCESTE, usando-se das an?lises de discurso. A associa??o livre de palavras respondeu a quest?o dimens?o/categorias e seu campo sem?ntico, sendo: a) Natureza/Ambiente/Meio-ambiente; b) Valores; c) Atitudes; d) A??es e) Implica??es; f) Media??o. Encontraram-se seis classes lexicais com seus significados enumerados a seguir: 1. A conscientiza??o como fator de cren?a para a preserva??o da natureza-sociedade. Os discentes clamam pela educa??o ambiental na Escola, ressaltando a import?ncia da conscientiza??o no desenvolvimento do respeito ao meio ambiente vinculando a educa??o e fam?lia; 2. Rela??o conhecimento e consci?ncia para preserva??o da natureza. 3. O Ambiente e as interven??es humanas, em busca de indicativos de solu??es; 4. Natureza/ambiente/meio ambiente e seus elementos constituintes, um pensar nos valores e um agir pela media??o. 5. A intera??o homem-natureza nas representa??es sociais de educa??o ambiental e a dimens?o simb?lica-vida; e 6. Natureza/Meio Ambiente, valores, atitudes, a??es, implica??es ou conseq??ncias e media??o na rela??o homem-natureza. Os grupos mais representativos segundo estas classes lexicais foram, a Educa??o B?sica na classe-4, representada exclusivamente pelo Ensino Fundamental e M?dio e a classe-6 representada tanto pela Educa??o B?sica (47,37%) quanto pela Educa??o Superior (52,63 %) - Hist?ria, Pedagogia, Psicologia, Matem?tica e Letras. As classes 4 e 6 relacionam-se com a classe-3 que por sua vez est? formada pelos discentes da Educa??o Superior (Matem?tica, Ci?ncias Biol?gicas, Pedagogia, Letras e Psicologia) e a Educa??o B?sica (Ensino Fundamental e M?dio). A Educa??o Superior ? mais representada pelas classes lexicais (1, 2 e 5). A classe 2 correspondendo a 80% dos grupos pesquisados. Na classe-1 a maior representa??o foi dos cursos Psicologia, Geografia, Ci?ncias Biol?gicas e Letras, enquanto que a classe-5 foi melhor representada por Psicologia, Ci?ncias Biol?gicas, Pedagogia, Letras, Geografia e Hist?ria. Conclui-se que o imagin?rio ? natureza/ambiente/meio ambiente; que a vida ? a dimens?o simb?lica que permeia todo este imagin?rio, e que preserva??o, conscientiza??o, respeito entram no discurso circulante para proteger a vida
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14201 |
| Date | 29 September 2008 |
| Creators | Freitas, Vera L?cia Chalegre de |
| Contributors | CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Lima, Maria Jos? de Ara?jo, CPF:02465930320, http://lattes.cnpq.br/0642725533618293, Melo, Marileide Maria de, CPF:04402014468, http://lattes.cnpq.br/9221161063153417, Andrade, ?rika dos Reis Gusm?o de, CPF:34252819504, http://lattes.cnpq.br/0778953049451033, Falc?o, Jorge Tarcisio da Rocha, CPF:19653930478, http://lattes.cnpq.br/9066230660650393, Carvalho, Maria do Ros?rio de F?tima de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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