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Desafios e perspectivas de inovação pedagógica nos processos de aprendizagem em educação ambiental no Colégio Hermógenes Filho, Campo Formoso, Bahia
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Abstract(s)
Estão no cerne da educação ambiental, Diretrizes que primam por práticas pedagógicas promotoras de ações individuais e coletivas que conduzam os aprendizes à construção de uma consciência ecológica no âmbito da ética planetária. Assim, estas ações devem gerar mudanças significativas de valores e atitudes por melhor qualidade de vida em práticas pedagógicas que considerem os contextos socioambientais dentro da complexidade, inerente a estas questões. Neste contexto o presente trabalho de investigação nos conduziu à identificação de elementos de inovação pedagógica em ações de educação ambiental, objeto do nosso estudo. Desta forma, refletir as intenções a que nos propusemos, nos conduziu a indicadores que apontaram nos dados da observação participante, entrevista semiestruturada e recolha fotográfica, aspectos significativos do nosso objeto de estudo, respondendo ao qual, identificamos os referidos elementos de inovação. Trabalho centrado na pesquisa qualitativa de cunho etnográfico apoiado por Lapassade (2005), Woods (1986), Spradley (1979) Bogdan e Biklen (1994). Assim, constatamos que na realização das ações continuadas de educação ambiental, os estudantes são motivados a interagir com seus colegas e comunidade, o que denota um direcionamento pedagógico voltado para colaboração mutua com iniciativas que se voltaram para aspectos do contexto local. Estas práticas geraram uma série de novas aprendizagens com “um par mais apto” que culminaram em mudanças significativas de valores e atitudes evidenciadas em ações concretas dentro da comunidade e escola, o que responde ao nosso objetivo de estudo, qual seja identificar a existência de elementos de inovação pedagógica nas práticas de educação ambiental no Colégio Antônio Hermógenes Filho, situado em Lagoa do Porco, Campo Formoso - Bahia
Guidelines that emphasize pedagogical practices that promote individual and collective actions that lead the learners to the construction of an ecological conscience within the scope of planetary ethics are at the core of environmental education. Thus, these actions should generate significant changes of values and attitudes for a better quality of life, in pedagogical practices that consider the socio-environmental contexts within the complexity inherent to these issues. In this context, this research led us to identify elements of pedagogical innovation in environmental education actions, the object of our study. In this way, reflecting the intentions we proposed to led us to indicators that pointed out the data of the participant observation, semi-structured interview and photographic collection, significant aspects of our object of study, and responding to which, we identified the mentioned elements of innovation. This work was centered on the qualitative research of ethnographic nature supported by Lapassade (2005), Woods (1986), Spradley (1979) Bogdan and Biklen (1994). Thus, we find that in carrying out the continuous actions and environmental education, students are motivated to interact with their colleagues and community, which denotes a pedagogical orientation aimed at mutual collaboration with initiatives that have turned to aspects of the local context. These practices generated a series of new learning with a "fit couple" that culminated in significant changes of values and attitudes evidenced in concrete actions within the community and school, which responds to our study objective, which is to identify if there are elements Of pedagogical innovation in environmental education practices at the Antônio Hermógenes Filho school, located in Lagoa do Porco, Campo Formoso- Bahia
Guidelines that emphasize pedagogical practices that promote individual and collective actions that lead the learners to the construction of an ecological conscience within the scope of planetary ethics are at the core of environmental education. Thus, these actions should generate significant changes of values and attitudes for a better quality of life, in pedagogical practices that consider the socio-environmental contexts within the complexity inherent to these issues. In this context, this research led us to identify elements of pedagogical innovation in environmental education actions, the object of our study. In this way, reflecting the intentions we proposed to led us to indicators that pointed out the data of the participant observation, semi-structured interview and photographic collection, significant aspects of our object of study, and responding to which, we identified the mentioned elements of innovation. This work was centered on the qualitative research of ethnographic nature supported by Lapassade (2005), Woods (1986), Spradley (1979) Bogdan and Biklen (1994). Thus, we find that in carrying out the continuous actions and environmental education, students are motivated to interact with their colleagues and community, which denotes a pedagogical orientation aimed at mutual collaboration with initiatives that have turned to aspects of the local context. These practices generated a series of new learning with a "fit couple" that culminated in significant changes of values and attitudes evidenced in concrete actions within the community and school, which responds to our study objective, which is to identify if there are elements Of pedagogical innovation in environmental education practices at the Antônio Hermógenes Filho school, located in Lagoa do Porco, Campo Formoso- Bahia
Description
Keywords
Educação pública Educação ambiental Inovação pedagógica Etnografia Brasil Public education Environmental education Pedagogical innovation Ethnography Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais