Banca de QUALIFICAÇÃO: Géssica Souza Lacerda
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.DISCENTE : Géssica Souza Lacerda
DATA : 23/03/2024
HORA: 14:00
LOCAL: https://meet.google.com/wei-pnuu-wom?authuser=0
TÍTULO:
PEDAGOGICAL INTERACTIONS TO TEACH AND TO WORK ABOUT ENVIRONMENTAL EDUCATION BY RURAL WORKERS OF THE ROSELI NUNES SETTLEMENT
PALAVRAS-CHAVES:
Environmental Education. Settlements. Landless Rural Workers Movement (MST). Rural School, Environmental Pedagogy.
PÁGINAS: 105
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
RESUMO:
This work presupposes that Environmental Education must be understood as a process of building values, knowledge and skills for the conservation of the environment to be studied and practiced in all spaces and times as an integral part of human knowledge. Therefore, the purpose of this study was to look at this process in settlements, observing the concepts and actions of the subjects, in this case teachers and settlers, who live in the Roseli Nunes settlement, located in the Municipality of Mirassol do Oeste-MT. The research aimed to analyze how the content covered in the classroom reflects on the practices and attitudes of the people who live in this settlement. The adopted methodology is guided by qualitative research based on the theoretical foundations that served as construction, analysis and considerations, such as: Gonçalves (1990), Guimarães (1995, 2012), Freire (1996), Caldart (1997, 2000, 2003, 2012), Gadotti (2000), Tardif (2002), Chizzotti (2003), Sato (2003), Lewgoy and Arruda (2004), Reigota (2004, 2009), Arroyo (2005, 2012), Loureiro (2006, 2011) , Brandão and Borges (2007), Mattos and Castro (2011), Andrade (2014), Souza-Lima and Alencastro (2015), Brofman (2018) and Gallo (2019), among others. With an approach to historical-dialectic materialism and the methodological procedures of ethnography, contacts and later semi-structured interviews were carried out with a representative group, both of teachers from the Madre Cristina State School and settlers. The results of this research indicate that there is a connection between the content covered in the classroom and the attitudes and practices of the settlers. We observed in the documents and in the teachers' statements that the school has expressed in its curriculum the work with values, attitudes, and skills that encourage reflection on the outlook and practices in the environment. To this end, it provides students with greater recognition of the peasant reality, contributing to the feeling of belonging and thus encouraging students to value and care for nature, contributing to the strengthening of their roots and cultures. This proposition defended by the teachers is reinforced by the settlers who highlight the important role that the school has in their lives and that of their children. In this sense, we were able to conclude, based on the narratives of the interviewed subjects, that the Madre Cristina School has contributed to strengthening reflections and practices of environmental care. This denotes the existence of a dialectical dialogue between the school's scientific knowledge and the popular knowledge of the settlers, which can be noticed both in the speeches and in the practices of an environmental education specific to these subjects. And that the study of how these subjects, in their spaces and times, appropriate EA to give new meaning to their struggles and practices, presents itself as a possibility of reinterpreting an environmental education pedagogy for living on and with the land.
MEMBROS DA BANCA:
Externo à Instituição - ADRIANO BATISTA CASTORINO - UFT
Interno - 83269001 - LAUDEMIR LUIZ ZART
Externo à Instituição - 327.910.032-15 - MARILENA LOUREIRO DA SILVA - UFPA
Interno - 53664001 - ROSANE DUARTE ROSA SELUCHINESK
Interno - 884979001 - VILMAR ALVES PEREIRA