O professor em processo de formação continuada em Educação ambiental: um estudo a partir de teses
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2020-02-17
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Universidade Estadual Paulista (Unesp)
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A presente pesquisa teve como objetivo principal analisar o discurso e os sentidos desse discurso sobre os professores em processo de formação continuada nas teses de Educação Ambiental concluídas no Brasil no período de 1981 a 2016. Os objetivos mais específicos dessa análise foram assim delineados: sistematizar um panorama descritivo sobre o contexto de produção das teses que têm como foco de investigação o processo de formação continuada de professores em Educação Ambiental; compreender a imagem dos professores que aparecem discursivizados nessas teses; estabelecer relações entre os pressupostos teóricos sobre formação continuada e os discursos construídos nas teses. Com isso, esta pesquisa foi planejada e desenvolvida em duas etapas. A primeira delas consistiu na seleção, leitura e análise das teses sobre formação continuada de professores em Educação Ambiental, concluídas no Brasil até 2016, assim assumimos que essa pesquisa se insere na linha de investigações do tipo estado da arte, tendo como fonte o banco de dados do Projeto EArte, onde foram identificadas 36 teses sobre formação continuada de professores em Educação Ambiental. Desse conjunto de teses construímos um quadro panorâmico relativo ao contexto de produção acadêmico dessas pesquisas, no qual identificou-se um certo aumento na produção das teses que tem como foco processos de formação continuada de professores em EA, sendo que a maioria das pesquisas sobre o tema em questão foram desenvolvidas em programas de pós-graduação em universidades públicas, com maior concentração de instituições localizadas nas regiões sul e sudeste, e a maioria das teses foram desenvolvidas em programas da área de Ciências Humanas. Dentre os trabalhos analisados foi possível compreender através de alguns trechos, quais as perspectivas de formação de professores e quais as tendências da EA foram abordadas nas pesquisas. Na segunda etapa do trabalho, foram selecionadas 3 (três) teses nas quais os pesquisadores elaboraram e desenvolveram os cursos de formação continuada de professores em Educação Ambiental. A análise das teses teve como base teórica-analítica a perspectiva da análise do discurso orientada pelo pensamento Bakhtiniano, considerando os conceitos de discurso direto e indireto e acabamento, apresentados respectivamente nas obras Marxismo e filosofia da linguagem e Estética da criação verbal. Nas 3 (três) teses analisadas, tomamos como foco para análise os discursos que justificam a oferta dos cursos de formação continuada em EA; a natureza, os objetivos da oferta dos cursos; o olhar do pesquisador e as definições teóricas sobre o professor que participou do curso. No decorrer da análise, observa-se que independente da perspectiva de formação continuada de professores que as pesquisas tenham sido baseadas, o discurso sobre o professor, permite a construção de uma imagem sobre o professor como um sujeito com limitações e dificuldades. A produção da arquitetônica dos enunciados, através do jogo discursivo das teses, refrata e reflete o tom avaliativo e a compreensão responsiva da sociedade sobre o professor. Nesse sentido, os discursos das teses não se reduzem às pesquisas. Essa construção discursiva sobre o professor é fruto das relações com o contexto sócio histórico dos pesquisadores, uma vez que seus discursos também são dialógicos.
The main objective of the present research was to analyze the discourse and the meanings of this discourse about teachers in the process of continuing education in Environmental Education theses concluded in Brazil from 1981 to 2016. The most specific objectives of this analysis were outlined as follows: systematize a descriptive panorama about the context of production of theses that focus on research the process of continuing education of teachers in Environmental Education; understand the image of teachers who appear discursivized in these theses; to establish relationships between the theoretical assumptions about continuing education and the discourses built on the theses. With this, this research was planned and developed in two steps. The first one consisted of the selection, reading and analysis of the thesis on continuing education of teachers in Environmental Education, concluded in Brazil by 2016, so we assume that this research is in line with state-ofthe-art research, having as its source the database. Project EArte data, which identified 36 theses on continuing teacher education in Environmental Education. From this set of theses we built a panoramic picture related to the context of academic production of these researches, which identified a certain increase in the production of theses that focuses on processes of continuing education of teachers in EE, and most research on the This theme was developed in postgraduate programs in public universities, with a higher concentration of institutions located in the south and southeast regions, and most of the theses were developed in programs in the Humanities area. Among the works analyzed, it was possible to understand through some excerpts, which are the perspectives of teacher education and which tendencies of EE were addressed in the research. In the second stage of the work, three (3) theses were selected in which the researchers elaborated and developed the continuing education courses of teachers in Environmental Education. The analysis of the theses was based on the theoretical-analytical perspective of discourse analysis guided by Bakhtinian thought, considering the concepts of direct and indirect discourse and finishing, presented respectively in the works Marxism and philosophy of language and aesthetics of verbal creation. In the three (3) theses analyzed, we focus on the discourses that justify the offer of continuing education courses in EE; the nature, objectives of course offerings; the look of the researcher and the theoretical definitions of the teacher who participated in the course. Throughout the analysis, it is observed that regardless of the perspective of continuing teacher education that the research has been based on, the discourse about the teacher allows the construction of an image about the teacher as a subject with limitations and difficulties. The production of utterances' architecture, through the thesis discourses game, refracts and reflects the evaluative tone and the responsive understanding of society about the teacher. In this sense, the discourses of the theses are not limited to research. This discursive construction about the teacher is the result of relationships with the researchers socio-historical context, since their discourses are also dialogical.
The main objective of the present research was to analyze the discourse and the meanings of this discourse about teachers in the process of continuing education in Environmental Education theses concluded in Brazil from 1981 to 2016. The most specific objectives of this analysis were outlined as follows: systematize a descriptive panorama about the context of production of theses that focus on research the process of continuing education of teachers in Environmental Education; understand the image of teachers who appear discursivized in these theses; to establish relationships between the theoretical assumptions about continuing education and the discourses built on the theses. With this, this research was planned and developed in two steps. The first one consisted of the selection, reading and analysis of the thesis on continuing education of teachers in Environmental Education, concluded in Brazil by 2016, so we assume that this research is in line with state-ofthe-art research, having as its source the database. Project EArte data, which identified 36 theses on continuing teacher education in Environmental Education. From this set of theses we built a panoramic picture related to the context of academic production of these researches, which identified a certain increase in the production of theses that focuses on processes of continuing education of teachers in EE, and most research on the This theme was developed in postgraduate programs in public universities, with a higher concentration of institutions located in the south and southeast regions, and most of the theses were developed in programs in the Humanities area. Among the works analyzed, it was possible to understand through some excerpts, which are the perspectives of teacher education and which tendencies of EE were addressed in the research. In the second stage of the work, three (3) theses were selected in which the researchers elaborated and developed the continuing education courses of teachers in Environmental Education. The analysis of the theses was based on the theoretical-analytical perspective of discourse analysis guided by Bakhtinian thought, considering the concepts of direct and indirect discourse and finishing, presented respectively in the works Marxism and philosophy of language and aesthetics of verbal creation. In the three (3) theses analyzed, we focus on the discourses that justify the offer of continuing education courses in EE; the nature, objectives of course offerings; the look of the researcher and the theoretical definitions of the teacher who participated in the course. Throughout the analysis, it is observed that regardless of the perspective of continuing teacher education that the research has been based on, the discourse about the teacher allows the construction of an image about the teacher as a subject with limitations and difficulties. The production of utterances' architecture, through the thesis discourses game, refracts and reflects the evaluative tone and the responsive understanding of society about the teacher. In this sense, the discourses of the theses are not limited to research. This discursive construction about the teacher is the result of relationships with the researchers socio-historical context, since their discourses are also dialogical.
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Educação ambiental, Formação continuada de professores, Teses em Educação ambiental, Estado da arte, Environmental education, Continuing teacher training, Thesis on Environmental education, State of the art