PERCEPTIONS ABOUT ENVIRONMENTAL EDUCATION IN RECENT GRADUATES OF THE UFPR SCIENCE TEACHERS COURSE

Authors

  • Christiano Nogueira Universidade Federal do Paraná Setor Litoral http://orcid.org/0000-0003-2612-6624
  • André Alex de Paula Silva Universidade Federal do Paraná Fundação Araucária

DOI:

https://doi.org/10.14571/brajets.v13.n2.216-224

Abstract

This work shows a research about the conceptions of Environmental Education of newly formed sciences teachers from the course of Degree in Sciences of the Federal University of Paraná, Litoral Sector. The research was qualitative with interviews by guidelines with eight of twenty of the recent graduates. The interviews were transcribed and the method to analyze was Content Analysis. The main units of analysis that emerged were: integrated understanding of society and the environment; work as an activity of interest and employment with a focus on income; understanding of interdisciplinarity in the context of environmental issues and; Environmental Education with critical and emancipatory aspects. The outcomes show an understanding of work related to the dominant ideology through market principles. An integrated understanding of society and environment that involves environmental and social aspects. These understandings are interlaced with the understandings related to interdisciplinarity and Environmental Education involving critical and emancipatory aspects.

References

ALENCASTRO, L. H. Concepções de estudantes sobre os projetos de aprendizagem no ensino superior. 2009. Universidade Federal do Paraná - UFPR, Curitiba - PR, 2009. Disponível em: <http://www.ppge.ufpr.br/teses/M09_alencastro.pdf>. Acesso em: 21 abr. 2019.

ARDOIN, N.M.; CLARK, C.; KELSEY, E. An exploration of future trends in environmental education research. Environmental Education Research. Vol. 19, n. 4. 2013.

BARDIN, L. Análise de Conteúdo. Lisboa: Edições 70, 2011.

CANZIANI, T. M. Análise da perspectiva integrada do currículo flexibilizado na licenciatura em ciências da Universidade Federal do Paraná - setor litoral. 2015. Universidade de São Paulo, São Paulo - SP, 2015. Disponível em: <http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09032016-151119/>. Acesso em: 24 abr. 2019.

FLICK, U. IN: BAKER, S. E.; EDWARDS, R. How many qualitative interviews is enough. 2012. Disponível em: <http://eprints.ncrm.ac.uk/2273/4/how_many_interviews> Acesso em: 09 abr.2019.

FOSTER, J. B. A ecologia de Marx: materialismo e natureza. Rio de Janeiro: Civilização Brasileira, 2011.

FRANCO, M. L. P. B. Análise de Conteúdo. 2ª ed. Brasília: Líber Livro Editora, 2005.

GIL, A. C. Métodos e Técnicas de Pesquisa Social. São Paulo: Atlas, 2008.

GUIMARÃES, M. Por uma educação ambiental critica na sociedade atual. Revista Margens Interdisciplinar. Belém. v.7, n.9, p. 11-22. 2013.

FOLLARI, R. Algumas considerações práticas sobre a interdisciplinaridade. In: JANTSCH, A. P. & BIANCHETTI, L. (Orgs.) Interdisciplinaridade: Para além da filosofia do sujeito. Petrópolis: Vozes, 2011, p. 97-126.

JOUCOSKI, E. Desenvolvimento profissional e inovação curricular na licenciatura em ciências da UFPR litoral. 2015. Universidade de São Paulo, Ensino de Ciências (Modalidade Física e Química), 2015. Disponível em: <http://www.teses.usp.br/teses/disponiveis/81/81131/tde-12112015-103635/>. Acesso em: 13 abr. 2019.

LOUREIRO, C. F. B. Questões ontológicas e metodológicas da educação ambiental critica no capitalismo contemporâneo. Revista Eletrônica do Mestrado em Educação Ambiental. Rio Grande, v. 36, n. 1, p. 79-95, jan./abr. 2019.

LOUREIRO, C. F. B.; TOZONI-REIS, M. F. C. Teoria social crítica e pedagogia histórico-crítica: contribuições a educação ambiental. Revista Eletrônica do Mestrado em Educação Ambiental. Rio Grande, Ed. Especial, julho/2016.

MATUCHESKI, S. Diferenciação e padronização: um estudo sobre o Setor Litoral da Universidade Federal do Paraná. 2016. UNESP, Rio Claro - SP, 2016. Disponível em: <https://repositorio.unesp.br/handle/11449/146715>. Acesso em: 21 mar. 2019.

NOGUEIRA, C. Contradictions in the concept of sustainable development: An analysis in social, economic, and political contexts. Environmental Development., 30:129–135. 2019.

NOGUEIRA, C. Education for sustainable development and conceptions of environmental education in Brazil: possible approaches. Journal of Education for Sustainable Development 12 (1), 47–58. 2018.

PICON, B. S. P. Licenciatura em Ciências no contexto da UFPR setor Litoral: processos identitários na formação inicial docente. 2017. Universidade Federal do Paraná - UFPR, Curitiba - PR, 2017. Disponível em: <http://www.exatas.ufpr.br/portal/ppgecm/wp-content/uploads/sites/27/2017/09/088_BrunodaSilvaPivaPicon.pdf>. Acesso em: 21 mar. 2019.

TREIN, E. S. An argument for vindicating a Marxist ontology in environmental education research. Environmental Education Research, 24(10): 1464-1475, 2018.

UNIVERSIDADE FEDERAL DE PARANÁ – SETOR LITORAL. Projeto Pedagógico do Setor Litoral. Matinhos, 2008.

UNIVERSIDADE FEDERAL DE PARANÁ – SETOR LITORAL. Projeto Pedagógico do Curso Licenciatura em Ciências. Matinhos, 2014.

UNIVERSIDADE FEDERAL DE PARANÁ – SETOR LITORAL. Projeto Pedagógico do Curso Licenciatura em Ciências. Matinhos, 2011.

Downloads

Published

2020-06-28

Issue

Vol. 13 No. 2 (2020)

Section

Article

License

The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.