OS PRINCÍPIOS DA EDUCAÇÃO AMBIENTALCOMO ELEMENTOS REFERENCIAIS PARA OPROCESSO DE AVALIAÇÃO EDUCACIONAL
This study concerns the Educational evaluation process, analyzing the proximity andthe distance in relation to the principles of Environmental Education. Making clearthe meaning that the educational evaluation has been taking in the school processconstitutes a fertile way for analysis and possible reforwarding of the pedagogicalproject experienced by the educational institution; starting from the conception thatthe evaluation process is based on the existing conception of education in the societyit is inserted in. The research is linked to the Environmental education field:Curriculum and teacher?s education. The study was made based on the socialhistoricalapproach, adopting as source of inspiration the inditiary method(GINZBURG, 1989) and the microgenetical analysis (GÓES, 2000). From theimplementation of an inditiary analysis of the experiences in education orprofessional performance of the author, the study developed a discussion based onscholars who study the themes concerning the research. The analysis of theexperiential indications as well as their probleming, supported by the positionadopted by the researchers of the study fields involved in the theme itself, made itpossible to identify some principles that, seem to effectively have defined thepolitical-pedagogical decisions (and actions) made concrete in the pedagogicalpractices experienced. With this critical-reflexive look at evaluation practices, it ispossible to detect a coexistence of paradigms, thus, in the same educationalenvironment, in some situations, I identified elements characteristic of an excludingeducation, connected to the classic scientific paradigm; and, in other experiences, theindications are close to a transformational education, connected to the emergingscientific paradigm. This study detects the importance of reflecting on the evaluativeprocedures adopted in our educational backgrounds and that have influence on ourdidactical-pedagogical options. The proposition of an educational evaluation processthat shows coherence as to the principles of the transformational and criticalEnvironmental Education appears as conditioning. Among them I mention thedialogism, the qualified and responsible participation, done by pedagogicalmediations that stimulate them and that show coherence as to the role conception ofEducation as society transformer, aiming at reducing the differences and atguaranteeing minimum life conditions for the present and future generations. Besidesthat, it is concluded that in order for the educator to place him/herself as a mobilizingtool of the paradigmatic change of the institution and of the social relationships, inthe educational evaluation process implemented, it will be necessary to be certain ofwhat he/she believes in and for what he/she will work, because without a reflection itwill not be possible to relieve the poor condition most of the population is innowadays. The research has also led to the understanding that the change in socialrelationships is possible, for it is not connected to the paradigmatic change of socialorganization to implement the adoption of attitudes coherent with the construction ofa fair society, equal, responsible, sustainable and solidary; and that these attitudechanges in every one of us, in our educational decisions, connected to the educationalevaluation, or even in daily relationships in a general way, will have a favorableinfluence as to the change in the present majority society model.
Advisor:Susana Inês Molon; Gomercindo Ghiggi; Humberto Calloni
School:Fundação Universidade Federal do Rio Grande
Source Type:Master's Thesis
Date of Publication:03/29/2007