DA EDUCAÇÃO AMBIENTAL E SUA IMERSÃO NO AMBIENTE ESCOLAR: UM DIÁLOGO HORIZONTAL ENTRE SUJEITOS E SEUS SABERES
This research, of qualitative nature, has as central focus to expose the possibilities of the Environmental Education at School working on the qualitative textual analysis realized on theoretical texts. The cycle of this kind of analysis has three basic elements: deconstruction, urgency of the new and communication. Therefore, for the referred methodology application the works have been ?unitarized?, which means,we proceeded to the deconstruction of the texts in unities of meaning, and after the reagrupation work of them by similarity, we achieved the categorization. In the nextstage, the synthesis work, the texts were reconstructed through a written personal communication, denominated metatext. The authors and the selected works (analysiscorpus) for the realization of this work were Martha Tristão, whose book is entitled The Environmental Education in the formation of professors: knowledge network and Mauro Guimarães, whose text is entitled The formation of environmental educators. The theorical speech of both authors, their ideas, words and categorized and ?unitarized? reflections became, in reality in this investigation: Theoreticalinterlocution and ?empirical data?. The categories emerged from the texts, there hasn?t been a definition ?a priori?. Three of them came up from Tristão?s work: the belief in the sustainability as a way to maintain life at levels of social justice and balance; a bet in the new as an unavoidable change; and the dialogue as a convergence between the several areas of knowledge. From Guimarães text emergedtwo categories: the definition of the dispute fields in the Environmental Education as a way of perception of the ideological differences as well as the conflicts of intereststhat penetrate the actual society and reflect in the environment. This large category includes sub-categories such as: hegemony, sustainability, modernization, progressand citizenship. Such concepts, in the author?s understandings were emptied by the system?s association and need to be ?re-signified?. The second category that emergedfrom Mauro?s work has been ? the rupture with the paradigmatic traps as a form to reach the conscientious practice of an Environmental Education that pretends to becritical, emancipatory and political. These theorized and reassembled categories formed metatexts that discuss and present questions centered in the Environmental Education and in the ways it should be approached at school. From this analysis and it?s theorization it was possible to come to the problematizations of the speech of the new as well as on the use of the expression insertion of the environmental dimensionat school.
Advisor:Elizabeth Brandão Schmidt; Roque Moraes; Maria do Carmo Galiazzi
School:Fundação Universidade Federal do Rio Grande
Source Type:Master's Thesis
Date of Publication:09/28/2007