A formação de professores em educação ambiental: hortas escolares como espaço de dinamização de ecossistemas múltiplos
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Data
2022-12
Orientador
Mazzarino, Jane Márcia
Banca
Souza, Lise Mary Soares
Kaick, Tamara Simone Van
Neuenfeldt, Derli Juliano
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Resumo
A pesquisa parte do pressuposto de que a Educação Ambiental contribui para a formação integral de professores e estudantes e para a construção da cidadania planetária. A horta escolar, por ser uma estratégia que possibilita o contato com a terra, com as plantas e o envolvimento com os cuidados necessários às espécies cultivadas, revela-se uma importante ferramenta pedagógica para propor aulas significativas, que resultam em aprendizagem ativa e interdisciplinar, articulada aos Temas Contemporâneos Transversais, que podem favorecer a construção de conhecimentos, valores e atitudes, indispensáveis para a formação do sujeito crítico, cuidadoso com a saúde e com o bem-estar individual, coletivo e planetário. O objetivo geral do estudo foi investigar a potência dos processos colaborativos e das hortas escolares, na formação de professores de Ciências da Natureza, na perspectiva teórico-metodológica da Educação Ambiental, articulada à proposta ecosófica, tendo como foco um grupo de professoras de Ciências da Natureza que atuam na rede pública estadual, no município de Alta Floresta-MT. Como objetivos específicos foram traçados os seguintes: a) identificar a existência de hortas nas Escolas Estaduais de Alta Floresta, a fim de avaliar suas funções no ambiente educativo; b) caracterizar os processos de comunicação e de educação ambiental no cotidiano dos professores de Ciências da Natureza; c) realizar, por meio da pesquisa-intervenção, um processo de formação continuada voltado a professores de Ciências da Natureza, com foco nos temas da educação ambiental, educomunicação socioambiental e horta escolar; d) avaliar a potência da formação colaborativa e das hortas escolares, como dispositivos de educação ambiental e para a dinamização de ecossistemas de comunicação ambiental. A abordagem metodológica da pesquisa é qualitativa, incluindo métodos e procedimentos baseados na pesquisa-intervenção, além de estudo bibliográfico, documental e de campo. Como técnicas de coleta de dados, foram utilizados questionários, entrevistas, observações, relatos em diários de campo e análise das produções dos professores, a partir de encontros formativos. A pesquisa de campo foi realizada em 2021, com dois grupos de professoras. Para um dos grupos foi aplicada somente uma entrevista; com o outro, foi realizada uma formação. Foram comparados os relatos de ambos, a respeito de como compreendem a potência de processos colaborativos e das hortas escolares na formação de professores, na perspectiva teórico-metodológica da educação ambiental, articulada à proposta ecosófica. O grupo de intervenção foi formado por professoras de Ciências da Natureza, que demonstraram receptividade à proposta, disponibilidade e compromisso para participarem da formação. Adotou-se a perspectiva das metodologias não extrativistas e de estratégias de produção de conhecimento, que valorizaram a dimensão corpórea e a integração dos três registros ecológicos: ambiental, social e da subjetividade, do que decorre o conceito de ecosofia. Na iniciativa em questão, foram exploradas cinco categorias de análise como temas a serem problematizados na formação: memórias, cuidado, interdependências, ecossistemas e transformações. A formação realizada possibilitou aprofundar a compreensão das dimensões da ecosofia, já que, entre as professoras entrevistadas, os modos de cuidado, as possibilidades de interdependência, de organização ecossistêmica e as transformações demonstraram menor complexidade, assim como no início da formação das duas professoras. Ao longo dos encontros formativos, observou-se uma mudança de perspectiva nos relatos das participantes. De modo conclusivo, o estudo aponta para a potência da criação e do aprimoramento de ecossistemas comunicativos (presencias e on-line), que possibilitaram que as professoras participantes dos encontros passassem a integrar à sua concepção materialista de educação ambiental, um viés sensível. Fortaleceu-se a concepção da horta como laboratório vivo, espaço de aprendizagem interdisciplinar, coletivo e colaborativo, onde se podem desenvolver práticas pedagógicas de educação ambiental e de Ciências da Natureza, utilizando métodos colaborativos, estratégias educomunicativas e princípios ecosóficos, que possibilitam desenvolver habilidades cognitivas e socioafetivas, sem dicotomizar razão e emoção. A formação fortaleceu também a ideia de interdependência entre todas as formas de vida, bem como, do papel dos professores na construção de sociedades mais sustentáveis, o que requer o cuidado consigo, com o outro e com o ambiente. Observou-se que as professoras que participaram da formação passaram a entender a aprendizagem como atividade corpórea, vislumbrando alternativas a serem desenvolvidas nas aulas, bem como compreenderam que as atividades ligadas à horta e ao ambiente ecológico mais amplo contribuem para o bem-estar físico, mental, espiritual e social. As memórias afetivas emergiram nos dois grupos de professoras pesquisadas, com ênfase nas vivências familiares. Poucas lembranças vieram do contexto escolar, o que indica que as escolas e as instituições de formação inicial e continuada de professores, ainda não incorporaram em suas propostas formativas atividades envolvendo as memórias afetivas, de forma exitosa. Essa incorporação tem muito a contribuir com a educação integral de alunos e professores, a qual é um imperativo nos documentos educacionais em vigência na atualidade. Vale ressaltar que a pesquisa está articulada mais diretamente a quatro Objetivos de Desenvolvimento Sustentável (ODSs): Saúde e bem-estar; Educação de qualidade; Cidades e comunidades sustentáveis; Consumo e produção responsáveis, visto que aborda questões relevantes para se alcançar esses propósitos no contexto local e global.
The research is based on the assumption that Environmental Education contributes to the comprehensive training of teachers and students, generating processes for the construction of planetary citizenship. The school garden, as a strategy that enables contact with the land, with the plants and the involvement with the necessary care for the cultivated species, is shown as an important pedagogical tool to propose meaningful classes, with active and interdisciplinary learning, articulated to the Transversal Contemporary Issues, which can favor the construction of knowledge, values and attitudes essential for the creation of a critical subject, careful with health, and with individual, collective and planet wellfare. The general objective of the study was to investigate the power of collaborative processes and school gardens in the training of teachers of Natural Sciences in a theoretical-methodological perspective of environmental education articulated to the ecosophical proposal. The focus group was made up of teachers of Natural Sciences who work in the public state schools in the city of Alta Floresta-MT. The following were established as specific objectives: a) identify the existence of school gardens in the State Schools of Alta Floresta, in order to evaluate their functions in the educational environment; b) characterize the processes of communication and environmental education in the daily life of Natural Sciences teachers; c) carry out, through intervention research, a permanent training process aimed at teachers of Natural Sciences, with a focus on environmental education, socio-environmental education and the school garden; d) evaluate the power of collaborative training and school gardens as devices for environmental education and for the revitalization of environmental communication ecosystems. The methodological approach of the research was qualitative-quantitative, including methods and procedures based on intervention research, as well as bibliographical, documentary and field studies. As data collection techniques, questionnaires, interviews, observations, reports in field diaries and analysis of the productions that the teachers made from the training meetings were used. The field research was carried out in 2021 with two groups of teachers. For one of the groups, only one interview was applied and for the other a training was carried out, having contrasted the stories of both, inherent in the way of understanding the power of collaborative processes and school gardens in teacher training in a theoretical-methodology sense of environmental education articulated to the ecosophical proposal. The intervention group was made up of Natural Sciences teachers, who showed receptivity to the proposal, availability and commitment to participate in the training. The perspective of non-extractive methodologies and knowledge production strategies was adopted that valued the corporeal dimension, the integration of the three ecological registers: environmental, social and subjectivity, from which the concept of ecosophy derives. In the initiative in question, five categories of analysis were explored as issues of problematization in training: memories, care, interdependencies, ecosystems and transformations. The training carried out made it possible to deepen the understanding of the dimensions of ecosophy, since among the teachers interviewed, the modes of attention, the possibilities of interdependencies, the organization of the ecosystem and the transformations showed less complexity, as well as at the beginning of the training of the teachers. With the training meetings, a change was observed in the perspectives of the participants' stories. With the training meetings, a change was observed in the perspectives of the participants' stories. In conclusion, the study points to the power of the creation and improvement of communicative ecosystems (face-to-face and online), which allowed the teachers participating in the meetings to integrate a bias sensitive to their materialistic conception of environmental education. The concept of the garden was strengthened as a living laboratory, an interdisciplinary, collective and collaborative learning space, where pedagogical practices of environmental education and Natural Sciences can be developed, using collaborative methods, educommunicative strategies and ecosophical principles, which allow the development of cognitive and socio-cultural and affective skills, without dichotomizing reason of emotion. The training also reinforced the idea of interdependence between all forms of life, as well as the role of teachers in building more sustainable societies, which requires care for oneself, others and the environment. The appreciation of the teachers who participated in the training that learning is a bodily activity was observed, having seen alternatives to develop in their classes, in addition to the understanding that the activities related to the garden and the wider ecological environment contribute to the physical, mental, spiritual and social well-being. Affective memories emerged in both groups of teachers surveyed, with an emphasis on family experiences. Few memories emerged from the school context, which indicates that schools and institutions for initial and continuing teacher training have not yet successfully incorporated activities that involve affective memories in their training proposals. This incorporation has a lot to contribute to the comprehensive training of students and teachers, which is an imperative in the educational documents currently in force. It is worth mentioning that the research is most directly related to four Sustainable Development Goals (SDGs), namely: Health and well-being, Quality education, Sustainable cities and communities; Responsible consumption and production, since it addresses relevant issues for the achievement of these purposes in the local and global context.
The research is based on the assumption that Environmental Education contributes to the comprehensive training of teachers and students, generating processes for the construction of planetary citizenship. The school garden, as a strategy that enables contact with the land, with the plants and the involvement with the necessary care for the cultivated species, is shown as an important pedagogical tool to propose meaningful classes, with active and interdisciplinary learning, articulated to the Transversal Contemporary Issues, which can favor the construction of knowledge, values and attitudes essential for the creation of a critical subject, careful with health, and with individual, collective and planet wellfare. The general objective of the study was to investigate the power of collaborative processes and school gardens in the training of teachers of Natural Sciences in a theoretical-methodological perspective of environmental education articulated to the ecosophical proposal. The focus group was made up of teachers of Natural Sciences who work in the public state schools in the city of Alta Floresta-MT. The following were established as specific objectives: a) identify the existence of school gardens in the State Schools of Alta Floresta, in order to evaluate their functions in the educational environment; b) characterize the processes of communication and environmental education in the daily life of Natural Sciences teachers; c) carry out, through intervention research, a permanent training process aimed at teachers of Natural Sciences, with a focus on environmental education, socio-environmental education and the school garden; d) evaluate the power of collaborative training and school gardens as devices for environmental education and for the revitalization of environmental communication ecosystems. The methodological approach of the research was qualitative-quantitative, including methods and procedures based on intervention research, as well as bibliographical, documentary and field studies. As data collection techniques, questionnaires, interviews, observations, reports in field diaries and analysis of the productions that the teachers made from the training meetings were used. The field research was carried out in 2021 with two groups of teachers. For one of the groups, only one interview was applied and for the other a training was carried out, having contrasted the stories of both, inherent in the way of understanding the power of collaborative processes and school gardens in teacher training in a theoretical-methodology sense of environmental education articulated to the ecosophical proposal. The intervention group was made up of Natural Sciences teachers, who showed receptivity to the proposal, availability and commitment to participate in the training. The perspective of non-extractive methodologies and knowledge production strategies was adopted that valued the corporeal dimension, the integration of the three ecological registers: environmental, social and subjectivity, from which the concept of ecosophy derives. In the initiative in question, five categories of analysis were explored as issues of problematization in training: memories, care, interdependencies, ecosystems and transformations. The training carried out made it possible to deepen the understanding of the dimensions of ecosophy, since among the teachers interviewed, the modes of attention, the possibilities of interdependencies, the organization of the ecosystem and the transformations showed less complexity, as well as at the beginning of the training of the teachers. With the training meetings, a change was observed in the perspectives of the participants' stories. With the training meetings, a change was observed in the perspectives of the participants' stories. In conclusion, the study points to the power of the creation and improvement of communicative ecosystems (face-to-face and online), which allowed the teachers participating in the meetings to integrate a bias sensitive to their materialistic conception of environmental education. The concept of the garden was strengthened as a living laboratory, an interdisciplinary, collective and collaborative learning space, where pedagogical practices of environmental education and Natural Sciences can be developed, using collaborative methods, educommunicative strategies and ecosophical principles, which allow the development of cognitive and socio-cultural and affective skills, without dichotomizing reason of emotion. The training also reinforced the idea of interdependence between all forms of life, as well as the role of teachers in building more sustainable societies, which requires care for oneself, others and the environment. The appreciation of the teachers who participated in the training that learning is a bodily activity was observed, having seen alternatives to develop in their classes, in addition to the understanding that the activities related to the garden and the wider ecological environment contribute to the physical, mental, spiritual and social well-being. Affective memories emerged in both groups of teachers surveyed, with an emphasis on family experiences. Few memories emerged from the school context, which indicates that schools and institutions for initial and continuing teacher training have not yet successfully incorporated activities that involve affective memories in their training proposals. This incorporation has a lot to contribute to the comprehensive training of students and teachers, which is an imperative in the educational documents currently in force. It is worth mentioning that the research is most directly related to four Sustainable Development Goals (SDGs), namely: Health and well-being, Quality education, Sustainable cities and communities; Responsible consumption and production, since it addresses relevant issues for the achievement of these purposes in the local and global context.
Descrição
Palavras-chave
Formação de professores; Educação ambiental; Hortas escolares; Ecossistemas comunicativos; Ecosofia; Teacher education; Environmental education; School gardens; Educommunication; Ecosophy
Citação
MARQUES, Marilaine De Castro Pereira. A formação de professores em educação ambiental: hortas escolares como espaço de dinamização de ecossistemas múltiplos. 2022. Tese (Doutorado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 13 dez. 2022. Disponível em: http://hdl.handle.net/10737/3494.