Navegando por Autor "MEGID NETO, Jorge"
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- ItemAmbientalização curricular na educação superior: características e tendências de dissertações e teses brasileiras (1987-2009)(2020) RINK, Juliana; MEGID NETO, JorgeThis research integrated an interinstitutionalproject of identification, analysis and evaluation of Brazilian dissertations and theses in Environmental Education (EE) defended in the period 1987-2009 (ProjetoEArte) and we addressed the following question: what concepts and practices of curricular greening can be observed in the dissertations and EE theses aimed at training environmental teachers and educators? Our goal was toanalyze the curricular greening processes proposed and / or studied by these dissertations and theses. The survey of documents was carried out with the Bank of Theses of the EArte Project, whose data were obtained from the Bank of Theses of Capes and other sources of information of the Brazilian scientific production. 85 dissertations and theses were identified with respect to the theme of this research, from a universe of 2,151 research works in AE produced within the scope of Brazilian postgraduate studies until 2009. In addition to the production scenario (year of defense, producing institutions, degree of degree) academic among other aspects), the documents were analyzed in relation to the following curricular-environmental descriptors: modality of the degree course; curricular area, type of study; conception of environmental education; and curriculum design. Among the results, we highlight that the works predominantly cover degrees in Biological Sciences and Pedagogy; most of them developed curricular diagnosis of specific courses and / or disciplines, with little research implementing and evaluating curricular greening proposals; most of the processes investigated by the works bring non-critical perspectives on EE, linked to conservationist and pragmatic trends; there is an incipient presence from the perspective of critical EE in the set of documents, albeit in a prognostic and theoretical way. The study also indicated the persistence of the debate about turning the environmental themeinto subjectsin the initial training of teachers and educators and pointed to several institutional conditions that favor restricted and specific curricular greening processes.
- ItemEditorial(2008) MEGID NETO, Jorge; AMARAL, Ivan Amorosino doWe are pleased to deliver to the readership this first issue of the Virtual Magazine “Ciências em Foco” edited under the responsibility of the Research Group FORMAR Ciência of the Faculty of Education at Unicamp.
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- ItemEstudo das práticas pedagógicas de educação ambiental em áreas protegidas investigadas em dissertações e teses brasileiras(2020) DIAS, Carolina Mandarini; MEGID NETO, JorgeThe Environmental Education (EE) research in Brazil emerged in the 1980s and it has grown considerably in recent years. In these studies we find works that sought to describe and/or promote educational practices of EE in Protected Areas. In this context, we conducted a literature review of research, known as State of Art, analyzing the theses and dissertations produced between 1981 and 2009 about EE Pedagogical Practices in Protected Areas. This study is part of the inter-institutional project Environmental Education in Brazil: Analysis of Academic Production (dissertations and theses) -EArte Project. The main issues were investigated: What Environmental Education trends guide the pedagogical practices described in theses and dissertations on Brazilian Environmental Education developed in protected areas?;which pedagogical features of these practices? We identify the set of documentsfrom the Bank of EArte Project data, which was obtained from the Bank of Theses Capes. Among a universe of 2150dissertations and theses, we selected fiftystudies that dealt EE Practices in Protected Areas. The works were analyzed accordingto descriptors:issues and addressed contents, teaching methods and techniques, teaching materials and resources; public involved, evaluationand EE trend -conservative, pragmatic and critical). The main results indicate that a large number of works that hadpedagogical practices guided by Conservative characteristics of Environmental Education, with a minor part based on the Critical macrotrend; most pedagogical practices analyzed consist of field work and / or oral and dialogued exhibitions; they made use of printed materials and interpretive trails, and discussed biological, geological aspects, conservation and management. Still, studies had as main public students and residents of protected areas and their surroundings and assessed the activities developedthrough the use of questionnaires. We emphasize the importance to continue making State of the Art kind of studies to identify the influence of recent Brazilian public policies for Environmental Education in Protected Areas in academic research and also the expectation that the practices are expanded in a critical emancipatory perspective of Environmental Education
- ItemO construtivismo no ensino de ciências: origens e modelos teóricos de desenvolvimento conceitual(2019) GIACOPINI, Ágatha Maria Momoli; SILVA, Caio Sene da; MEGID NETO, JorgeThis is an article with characteristics of a theoretical essay, whose objective is to present and discuss the origins of the constructivist movement in the field of science education in Brazil and other countries and the main theoretical models of the processes of conceptual change or conceptual development. This text has been used in several undergraduate disciplines and continuing education courses for teachers, and may also provide theoretical support for research and academic studies in general. We have defended the idea that, although the “conceptual change” and “conceptual evolution” models have been more widespread internationally and widely applied in teaching and learning processes in the natural sciences area, the “conceptual profile” model ”, in addition to incorporating the positive aspects of the two models mentioned above, it brings a critical discussion of the relations between science, technology and society; it values the various processes of knowledge construction by individuals and social groups from a perspective of enculturation rather than acculturation; it values the dialogue between different cultures and languages, without considering the scientific culture and language in supremacy over the various forms of human knowledge.
- ItemPráticas interdisciplinares em educação ambiental na educação básica: o que indicam as pesquisas acadêmicas brasileiras de 1981 à 2012(2020) NOGUEIRA, Marilac Luzia de Souza Leite Sousa; MEGID NETO, JorgeThe present research aims at analyzing interdisciplinary practices in Environmental Education implemented in basic education (primary, middle and high school) described and/or suggested in Brazilian theses and dissertations. The multidimensionality presentin environmental issues and the importance of the approach of Environmental Education in all levels of education, from an interdisciplinary perspective, are the motivating factors for choosing the subject of this study. It was our intent to investigate the conceptions of Interdisciplinary, Environment and Environmental Education revealed in identified academic researches. Out of 2.763 presented theses between 1981 and 2012 accounted in Banco de Teses EArte, just 21 related to this subject matter. These documents were read, depicted and classified according to institutional data (author, adviser, submission year, institution, graduate program, state, administrative organization, academic degree) and under aspects of interdisciplinary practice of Environmental Education (school year, school type, subject areas, teaching methods and strategies, resources and teaching material, curricular integration, pedagogical references, public concerned, and their relation to the level of discipline integration, environmentconception, Environmental Education conception and curricular display. The researches highly concentrated in the 2000s. Most practices analyzed focused on the first years of basic school, and evolved from inducing subjects or study projects. Teaching materials adopted were the commonly used in schools, as well as outdoor activities related to the subject matter. Pedagogical actions obeyed the schools curricular proposals and the most involved subjects (always integrated with others) were Geography and Portuguese, followed by Mathematics, Science, History and Arts. Parents and community take a cooperative role in the practice and there is a hierarchical relationbetween teachers, researchers and students when deciding on the proposed assignment. Yet, there is an intense participation of students in accepting the proposal and developing the activities. Eighteen practices were classified as interdisciplinary and three evolved in a multidisciplinary level. In the practices, the conception of integrated environment and Environmental Education from a critical perspective prevailed and it was displayed as an essential element to the school curriculum. As researches revealed, although teachers showed interest in Environmental Education andin interdisciplinary practice, they were not prepared to work with them, which suggests a need for investing in continuous training and revision of basic teaching training courses.