Navegando por Autor "NOGUEIRA, Marilac Luzia de Souza Leite Sousa"

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    Práticas 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, Jorge
    The 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.