Ousar para não perecer: educomunicação socioambiental e a ecosofia na formação com professores
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Data
2019-08
Autores
Orientador
Mazzarino, Jane Márcia
Banca
Consani, Marciel Aparecido
Rosa, Rosane
Machado, Neli Teresinha Galarce
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Resumo
A profissão docente é perpassada por incertezas potencializadas por diversas problemáticas, dentre elas, citam-se a socioambiental e a tecnológica. A temática socioambiental emerge atrelada à crise humanitária e global das últimas décadas, a qual tem na educação ambiental um dos pontos-chave para sua tentativa de superação. Como consequência, hoje, educar-se para conviver com o meio ambiente se encontra nos diferentes currículos e documentos da área educacional. Atrelando os campos das ciências ambientais, da educação e da comunicação, trabalha-se nesta dissertação a questão tecnológica em duas ramificações: as tecnologias sociais e as de mídia. As tecnologias sociais buscam inovar e criar processos autossustentáveis e autogestionários como forma de apropriar-se de problemas e criar possibilidades outras. Já as tecnologias de mídia, que englobam as Tecnologias de Informação e Comunicação (TICs), medeiam nosso cotidiano, adentrando em diferentes espaços, lugares e relações, influenciando interações e aprendizagens, dentro e fora do espaço escolar. Além de tornarem-se “onipresentes” em nossas vidas, trazem consigo possibilidades novas através de dispositivos, virtualidades e velocidades distintas das conhecidas até então. As tecnologias sociais e seus processos inovadores, aliados à educomunicação, enquanto campo de intervenção social que trabalha na interface comunicação e educação, podem aproximar, fomentar e embasar a formação de professores em educação ambiental através da apropriação consciente, artística, participativa e dialógica do aparato tecnológico disponível. Nesta pesquisa, engendram-se complexidades ao relacionar tecnologias sociais e de mídia para formação com professores em educação ambiental. O objetivo é investigar possibilidades de uso das tecnologias sociais e de mídia para a formação de professores em educação ambiental, por meio de estratégias educomunicativas que exploram a produção de audiovisuais. Essa pesquisa caracteriza-se como qualitativa, exploratória, descritiva e de campo, de caráter intervencionista, que faz uso de pesquisa-ação. Utiliza-se como procedimentos metodológicos para o levantamento de dados empíricos a própria intervenção, entrevistas, diários de campo e análise dos discursos construídos nas produções audiovisuais decorrentes da pesquisa-ação. Com a intervenção por meio da pesquisa-ação, aproximou-se professores, tanto da temática ambiental quanto das TICs, em suas diferentes interfaces a partir de uma formação oferecida para docentes que atuam em escolas que possuem o programa Residência Pedagógica. Ao final do processo de formação, produziram-se e compartilharam-se saberes através do diálogo e da colaboração em produções audiovisuais. A análise dos atravessamentos da experiência da intervenção realizada 5 nos levou a concluir que a produção de imagens por meio de tecnologias sociais e de mídia constitui-se numa estratégia potente para formar professores em educação ambiental. Isso se deu por sua capacidade de criar processos vivos mediante o fomento à participação ativa e colaborativa, pelas apropriações de múltiplas linguagens e tecnologias e pelo uso tanto da razão quanto da emoção na produção de filmes com temática socioambiental. Dessa forma, a formação e seu caráter experimental levaram os participantes a encontrarem-se consigo, com o outro e com o meio ambiente, permeados pela lógica da ecosofia.
The teaching profession is permeated by uncertainties potentiated by several problems, among them the socio-environmental and technological. The social and environmental theme emerges linked to the humanitarian and global crisis of the last decades, having in environmental education one of the key points to try to overcome it. As a consequence, today educating oneself to live with the environment is found in the different curricula and documents of the educational area. Linking the fields of environmental sciences, education and communication, this dissertation deals with the technological issue in two branches: social and media technologies. Social technologies seek to innovate and create self-sustainable and self-managed processes as a way to appropriate problems and create other possibilities. Already the media technologies, which include the Information and Communication Technologies (ICTs) mediate our daily lives, entering different spaces, places and relationships, influencing interactions and learning, inside and outside the school space. In addition to becoming "ubiquitous" in our lives, they bring with them new possibilities through devices, virtualities and speeds different from those previously known. Social technologies and their innovative processes, allied to educommunication, as a field of social intervention that works at the interface communication and education, can approach, foster and base the formation of teachers in environmental education through the conscious, artistic, participatory and dialogical appropriation of the apparatus. available technology. In this research, complexities are generated by relating social and media technologies for training with teachers in environmental education. The objective is to investigate the possibilities of using social and media technologies for teacher education in environmental education, through educommunicative strategies that explore the production of audiovisuals. This research is characterized as qualitative, exploratory, descriptive and field interventionist, which makes use of action research. The methodological procedures used for the survey of empirical data are the intervention itself, interviews, field diaries and analysis of the discourses constructed in the audiovisual productions resulting from action research. Through intervention through action research, teachers approached both the environmental theme and ICT in their different interfaces through a training offered to teachers who work in schools that have the Pedagogical Residence program. At the end of the training process, knowledge was produced and shared through dialogue and collaboration in audiovisual productions. The analysis of the crossings of the experience of the intervention led us to conclude that the production of images through social and media technologies is a potent strategy to train teachers in environmental education. This was due to their ability to create living processes through the promotion of active and collaborative participation, the appropriation of multiple languages and technologies, and the use of both reason and 7 emotion in the production of films with social and environmental themes. Thus, the formation and its experimental character led the participants to meet with themselves, with each other and with the environment, permeated by the logic of ecosophy.
The teaching profession is permeated by uncertainties potentiated by several problems, among them the socio-environmental and technological. The social and environmental theme emerges linked to the humanitarian and global crisis of the last decades, having in environmental education one of the key points to try to overcome it. As a consequence, today educating oneself to live with the environment is found in the different curricula and documents of the educational area. Linking the fields of environmental sciences, education and communication, this dissertation deals with the technological issue in two branches: social and media technologies. Social technologies seek to innovate and create self-sustainable and self-managed processes as a way to appropriate problems and create other possibilities. Already the media technologies, which include the Information and Communication Technologies (ICTs) mediate our daily lives, entering different spaces, places and relationships, influencing interactions and learning, inside and outside the school space. In addition to becoming "ubiquitous" in our lives, they bring with them new possibilities through devices, virtualities and speeds different from those previously known. Social technologies and their innovative processes, allied to educommunication, as a field of social intervention that works at the interface communication and education, can approach, foster and base the formation of teachers in environmental education through the conscious, artistic, participatory and dialogical appropriation of the apparatus. available technology. In this research, complexities are generated by relating social and media technologies for training with teachers in environmental education. The objective is to investigate the possibilities of using social and media technologies for teacher education in environmental education, through educommunicative strategies that explore the production of audiovisuals. This research is characterized as qualitative, exploratory, descriptive and field interventionist, which makes use of action research. The methodological procedures used for the survey of empirical data are the intervention itself, interviews, field diaries and analysis of the discourses constructed in the audiovisual productions resulting from action research. Through intervention through action research, teachers approached both the environmental theme and ICT in their different interfaces through a training offered to teachers who work in schools that have the Pedagogical Residence program. At the end of the training process, knowledge was produced and shared through dialogue and collaboration in audiovisual productions. The analysis of the crossings of the experience of the intervention led us to conclude that the production of images through social and media technologies is a potent strategy to train teachers in environmental education. This was due to their ability to create living processes through the promotion of active and collaborative participation, the appropriation of multiple languages and technologies, and the use of both reason and 7 emotion in the production of films with social and environmental themes. Thus, the formation and its experimental character led the participants to meet with themselves, with each other and with the environment, permeated by the logic of ecosophy.
Descrição
Palavras-chave
Educomunicação; Tecnologias Sociais; Tecnologias de Mídia; Formação com Professores; Ecosofia; Educommunication; Social Technologies; Media Technologies; Teacher Education; Ecosophy
Citação
MARQUES, Rodrigo Müller. Ousar para não perecer: educomunicação socioambiental e a ecosofia na formação com professores. 2019. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 26 ago. 2019. Disponível em: http://hdl.handle.net/10737/3140.