Details

INVENTAR É (RE)EXISTIR: a produção de sentidos na constituição de professores educadores ambientais INVENTAR É (RE)EXISTIR: a produção de sentidos na constituição de professores educadores ambientais

by Cupelli, Rodrigo Launikas

Abstract (Summary)
This research presents the emergent senses of the interface between the theoretical deepening of the concept resistance and the professional experiences gained by a group of four teachers/environmental educators in an in-service program. Two of them have graduated in Chemistry, one in Biology and one in Geography; all of them are directly involved in Environmental Education. To communicate the results of the research, four fictional narratives were produced; theory has supported the plot based on the teachers? (self) reports (both oral and written) and on the researcher?s contact with the group. The methodology was based on the discourses of narrative research, in which the objective of the study is the participants? experience; it is studied and also communicated through narrative. Regarding the deepening of the concept of resistance, the aim was to develop a dialogue with the literature, emphasizing the polysemy of this concept. The idea was not to conceive resistance as if it were a limit concerning the others, but as relational movements - intrinsic to spaces of (trans)formation - that constitute the subjects. Thus, problematizing dialogues are developed from and with resistance, taking into account the subjects? contexts and stories. In fact, fictional narratives expose the positivity of the resistance, turning fiction into the possibility of experimenting reality. The stories resulted from the researcher?s interpretation of the emergent senses in the context of the research; the teachers also participated in this process. Their sense of belonging to the field of Environmental Education was intensified, as well as the strengthening of this group as a community. Since this research was carried out in spaces for teacher education, it also played a political role in the researcher?s constitution; s/he can (re)signify her/his role as a researcher and as a teacher/environmental educator through this experience. Therefore, it can be proposed that actions concerning research and education in Environmental Education in formal spaces are more intense when the researcher and/or educator is immersed in the context, being an intrinsic part of what s/he wants to change. The fictional narratives are aimed at a reader-teacher who is constituted in the interface with the field of Environmental Education and can be used to promote debates in similar education spaces. This research presents the emergent senses of the interface between the theoretical deepening of the concept resistance and the professional experiences gained by a group of four teachers/environmental educators in an in-service program. Two of them have graduated in Chemistry, one in Biology and one in Geography; all of them are directly involved in Environmental Education. To communicate the results of the research, four fictional narratives were produced; theory has supported the plot based on the teachers? (self) reports (both oral and written) and on the researcher?s contact with the group. The methodology was based on the discourses of narrative research, in which the objective of the study is the participants? experience; it is studied and also communicated through narrative. Regarding the deepening of the concept of resistance, the aim was to develop a dialogue with the literature, emphasizing the polysemy of this concept. The idea was not to conceive resistance as if it were a limit concerning the others, but as relational movements - intrinsic to spaces of (trans)formation - that constitute the subjects. Thus, problematizing dialogues are developed from and with resistance, taking into account the subjects? contexts and stories. In fact, fictional narratives expose the positivity of the resistance, turning fiction into the possibility of experimenting reality. The stories resulted from the researcher?s interpretation of the emergent senses in the context of the research; the teachers also participated in this process. Their sense of belonging to the field of Environmental Education was intensified, as well as the strengthening of this group as a community. Since this research was carried out in spaces for teacher education, it also played a political role in the researcher?s constitution; s/he can (re)signify her/his role as a researcher and as a teacher/environmental educator through this experience. Therefore, it can be proposed that actions concerning research and education in Environmental Education in formal spaces are more intense when the researcher and/or educator is immersed in the context, being an intrinsic part of what s/he wants to change. The fictional narratives are aimed at a reader-teacher who is constituted in the interface with the field of Environmental Education and can be used to promote debates in similar education spaces.
This document abstract is also available in Portuguese.
Bibliographical Information:

Advisor:Paula Regina Costa Ribeiro; Maria do Carmo Galiazzi; Marcos Antonio dos Santos Reigota

School:Fundação Universidade Federal do Rio Grande

School Location:Brazil

Source Type:Master's Thesis

Keywords:constitutive resistance teacher education narrative research sense production environmental

ISBN:

Date of Publication:03/14/2008

© 2009 OpenThesis.org. All Rights Reserved.