Práticas pedagógicas em educação ambiental na educação infantil: análise de dissertações e teses brasileiras
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Data
2016-09-01
Autores
Luccas, Marinete Belluzzo [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como objetivo caracterizar e discutir as dissertações e teses em Educação Ambiental que descrevem e analisam práticas pedagógicas no contexto escolar da educação infantil. Para tanto, apresenta como objetivos específicos: 1) identificar e mapear as dissertações e teses brasileiras em Educação Ambiental que pesquisam o contexto escolar da educação infantil; 2) caracterizar os referenciais teóricos sobre infância e/ou educação infantil adotados pelos pesquisadores; 3) identificar e analisar, nas práticas pedagógicas em educação ambiental na educação infantil descritas nas pesquisas, a presença das dimensões de conhecimento, valores éticos e estéticos e participação política; 4) discutir as especificidades das práticas pedagógicas em educação ambiental na educação infantil. É uma pesquisa de natureza qualitativa e quantitativa, caracterizada como pesquisa documental, de caráter bibliográfico, do tipo “estado da arte”, tendo como corpus documental as dissertações e teses brasileiras em Educação Ambiental que pesquisam o contexto escolar da educação infantil. Os trabalhos foram selecionados a partir dos descritores e resumos encontrados no catálogo produzido pelo projeto interinstitucional denominado “Educação ambiental no Brasil: análise da produção acadêmica (dissertações e teses) – EArte”, ao qual a presente pesquisa está vinculada, do período de 1981 a 2012. Foi realizada análise de conteúdo a partir da leitura dos trabalhos completos disponíveis. Para o mapeamento foram identificados 38 (trinta e oito) trabalhos de um total de 2765 (dois mil, setecentos e sessenta e cinco) existentes no Banco do EArte, o que representa apenas 1,37% desta produção. A partir da análise do texto completo de 13 (treze) dos trabalhos, constatamos que a maioria dos pesquisadores buscou fundamentação em referenciais teóricos do campo específico da Educação Infantil e/ou da Educação, mas, poucos realizaram um aprofundamento nestes referenciais. Constatamos, ainda, que as três dimensões podem ser contempladas através de procedimentos didáticos diversos (aula expositiva, atividades sensoriais, atividades de observação e/ou exploratórias, pesquisas e/ou experimentos científicos, saída a campo, roda de conversa, contação de histórias, atividades envolvendo a família e/ou comunidade local, atividades plásticas, atividades de expressão corporal, conviver e cuidar de plantas e animais, brincar). Vale destacar, no entanto, que, na perspectiva histórico-cultural, a efetiva apropriação dos conhecimentos, dos valores éticos e estéticos e da participação política se concretiza quando o proposto pelo professor se constitui para a criança em atividade ou vivência. Apontamos que a interface da educação ambiental com a educação infantil se revela nos seus princípios norteadores semelhantes (éticos, políticos e estéticos), na proposta educativa por projetos como forma privilegiada de trabalho e na sua natureza interdisciplinar. Apontamos, ainda, que falta a alguns dos professores, que tiveram suas práticas investigadas, uma teoria pedagógica que oriente essas práticas para uma perspectiva mais crítica, compatível com suas intenções e discurso, ou seja, as pesquisas indicam a necessidade de uma teoria pedagógica que se alinhe à Educação Ambiental Crítica e ajude o professor a pensar e tomar decisões sobre sua prática. Por fim, ressaltamos que, dada a relevância deste assunto, é necessário que mais pesquisas sejam realizadas com o objetivo de refletir e construir junto com o professor um conhecimento que dê suporte às suas práticas e, então, dar visibilidade a estas experiências, divulgando seus resultados e contribuindo para o enriquecimento e a orientação das práticas pedagógicas em educação ambiental de outros professores na educação infantil, bem como, para inspirar práticas de professores de outras etapas do ensino, principalmente, os dos anos iniciais do ensino fundamental.
This research aims to characterize and discuss the dissertations and theses in Environmental Education that describes and analyzes pedagogical practices in the school context of early childhood education. For this, it presents the following specific objectives: 1) to identify and map the dissertations and theses in brazilian Environmental Education researching the school context of early childhood education; 2) to characterize the theoretical frameworks on childhood and/or early childhood education adopted by the researchers; 3) to identify and analyze the pedagogical practices in environmental education in early childhood education described in the research, the presence of the dimensions of knowledge, ethical and aesthetic values and political participation; 4) to discuss the specificities of the pedagogical practices in environmental education in early childhood education. It is a qualitative and quantitative research, characterized as a documentary research, with bibliographic character, such as "state of the art", having as documentary corpus the dissertations and theses in brazilian Environmental Education researching the school context of early childhood education. The works were selected from the descriptors and abstracts found in the catalog produced by the inter-institutional project called "Environmental Education in Brazil: analysis of academic production (theses and dissertations) - EArte", to which this research is linked, from 1981 to 2012. Content analysis was performed from reading the available complete works. For mapping, 38 (thirty-eight) works were identified from a total of 2765 (two thousand, seven hundred and sixty-five) existing in the Bank EArte, which represents only 1,37% of this production. From the full text analysis of thirteen (13) works, we found that most researchers sought grounding in theoretical references from the specific field of early childhood education and/or Education, but few made a deepening in these references. We also note that the three dimensions can be addressed through various educational procedures (lecture, sensory activities, observation and/or exploratory activities, research and/or scientific experiments, the output field, conversation wheel, storytelling, activities involving family and/or local community, plastic activities, body expression activities, socializing and caring for plants and animals, play). It is worth noting, however, that, in cultural-historical perspective, the effective acquisition of knowledge, ethical and aesthetic values and political participation is realized when proposed by the teacher is, for the child, activity or experience. We pointed out that the environmental education interface with early childhood education is revealed in their similar guiding principles (ethical, political and aesthetic), in the educational proposal, for projects as a privileged form of work and its interdisciplinary nature. We also pointed out the absence, for some teachers who had their practices investigated, of a pedagogical theory to guide these practices to a more critical perspective, consistent with their intentions and discourse. That is to say, research indicates the need for a pedagogical theory that align with the Critical Environmental Education and help the teacher to think and make decisions about their practice. Finally, we emphasize that, given the importance of this subject, it is necessary that more research be conducted in order to think and build, together with the teacher, a knowledge that supports their practices and then give visibility to these experiences, disseminating its results and contributing to the enrichment and guidance of pedagogical practices in environmental education of other teachers in children's education and to inspire practices of teachers from other stages of education, especially those of the early years of elementary school.
This research aims to characterize and discuss the dissertations and theses in Environmental Education that describes and analyzes pedagogical practices in the school context of early childhood education. For this, it presents the following specific objectives: 1) to identify and map the dissertations and theses in brazilian Environmental Education researching the school context of early childhood education; 2) to characterize the theoretical frameworks on childhood and/or early childhood education adopted by the researchers; 3) to identify and analyze the pedagogical practices in environmental education in early childhood education described in the research, the presence of the dimensions of knowledge, ethical and aesthetic values and political participation; 4) to discuss the specificities of the pedagogical practices in environmental education in early childhood education. It is a qualitative and quantitative research, characterized as a documentary research, with bibliographic character, such as "state of the art", having as documentary corpus the dissertations and theses in brazilian Environmental Education researching the school context of early childhood education. The works were selected from the descriptors and abstracts found in the catalog produced by the inter-institutional project called "Environmental Education in Brazil: analysis of academic production (theses and dissertations) - EArte", to which this research is linked, from 1981 to 2012. Content analysis was performed from reading the available complete works. For mapping, 38 (thirty-eight) works were identified from a total of 2765 (two thousand, seven hundred and sixty-five) existing in the Bank EArte, which represents only 1,37% of this production. From the full text analysis of thirteen (13) works, we found that most researchers sought grounding in theoretical references from the specific field of early childhood education and/or Education, but few made a deepening in these references. We also note that the three dimensions can be addressed through various educational procedures (lecture, sensory activities, observation and/or exploratory activities, research and/or scientific experiments, the output field, conversation wheel, storytelling, activities involving family and/or local community, plastic activities, body expression activities, socializing and caring for plants and animals, play). It is worth noting, however, that, in cultural-historical perspective, the effective acquisition of knowledge, ethical and aesthetic values and political participation is realized when proposed by the teacher is, for the child, activity or experience. We pointed out that the environmental education interface with early childhood education is revealed in their similar guiding principles (ethical, political and aesthetic), in the educational proposal, for projects as a privileged form of work and its interdisciplinary nature. We also pointed out the absence, for some teachers who had their practices investigated, of a pedagogical theory to guide these practices to a more critical perspective, consistent with their intentions and discourse. That is to say, research indicates the need for a pedagogical theory that align with the Critical Environmental Education and help the teacher to think and make decisions about their practice. Finally, we emphasize that, given the importance of this subject, it is necessary that more research be conducted in order to think and build, together with the teacher, a knowledge that supports their practices and then give visibility to these experiences, disseminating its results and contributing to the enrichment and guidance of pedagogical practices in environmental education of other teachers in children's education and to inspire practices of teachers from other stages of education, especially those of the early years of elementary school.
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Palavras-chave
Educação ambiental, Educação infantil, Práticas pedagógicas, Environmental education, Child education, Pedagogical practices