Banca de QUALIFICAÇÃO: JOSÉ SOUZA MOREIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSÉ SOUZA MOREIRA
DATE: 04/03/2024
TIME: 09:00
LOCAL: UFAL - Campus Arapiraca
TITLE:

ENVIRONMENTAL EDUCATION, PEDAGOGICAL POLICY PROJECT AND COMPLEXITY: A STUDY FROM TEACHING CONCEPTIONS AND PRACTICES

KEY WORDS:

Environmental Education. Political Pedagogical Project. Complexity. Teacher training.

PAGES: 109
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Environmental Education (EE) is a complex process that involves the relationships between humans and nature in various areas of the social and environmental fields. In turn, it is essential for shaping individuals who are humanized, tolerant, ethical, and concerned about the environment and the issues that affect them. If EE has these particularities and is inseparable from human action, imbued with subjectivity, it must be understood from multiple perspectives, in a complex, non-linear, and fragmented way. Several public policies have been implemented in recent decades regarding environmental issues and the promotion of EE at all levels and modalities of education. Unfortunately, these policies do not fully recognize its complexity. Among the political, educational, and pedagogical aspects, we highlight the Pedagogical Political Project (PPP), an institutional document that defines, through collective construction, the type of institution the school community wants to see functioning, establishing objectives and pedagogical practices within the educational scope. In this context, Edgar Morin's Theory of Complexity emerges, proving promising in various areas of human knowledge, including EE. The relationship between EE, PPP, and complexity lies in understanding the interconnection between environmental issues, pedagogical practices, and the dynamic nature of educational and environmental systems. In general, the research aims to analyze the relationships between Environmental Education, the Pedagogical Political Project, and complexity concerning the conceptions and teaching practices of teachers in a municipal public school in the agreste region of Alagoas. The methodology used was a qualitative exploratory approach, divided into two equally important phases: (i) initial mapping, using the analysis of the PPP and official documents described in it regarding EE, the environment, and sustainability; (ii) investigation of the relationship between EE, PPP, and complexity based on teachers' conceptions and practices through semi-structured interviews. For data analysis, we adopted Textual Discursive Analysis (TDA). The results reveal that complex thinking is still marginal in the academic-scientific field and emphasize the need to include environmental issues in the PPP, with active participation from teachers in its construction and updating. Additionally, we highlight the urgency of investing in the initial and ongoing training of teachers in Environmental Education.

COMMITTEE MEMBERS:
Presidente - 2079072 - ADELMO FERNANDES DE ARAUJO
Interno(a) - 3145799 - IARA TERRA DE OLIVEIRA
Externo(a) à Instituição - GILVANEIDE FERREIRA DE OLIVEIRA - UFRPE
Externo(a) à Instituição - WANDERSON RODRIGUES MORAIS - UNESP