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Publication
Abordagem das questões ambientais no processo de ensino-aprendizagem: perceção dos professores
Advisor(s)
Abstract(s)
Este estudo insere-se num trabalho mais amplo realizado no âmbito da Prática de Ensino
Supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e
Ciências Naturais no 2.º Ciclo do Ensino Básico. Na sua globalidade, teve como base a
consciencialização dos alunos para as questões ambientais e serviu também como um
instrumento particularmente interessante para a intervenção didático-pedagógica, na
medida em que estimulou o aluno a pensar sobre questões ambientais relacionadas com
assuntos com os quais se depara na sua vida diária. Neste texto pretendemos evidenciar a
perceção dos professores sobre a forma como encaram a abordagem das questões
ambientais no processo de ensino-aprendizagem. O estudo assenta numa metodologia de
natureza qualitativa, descritiva e interpretativa. Para a recolha de dados recorremos a guiões
de entrevistas que aplicamos a três professores cooperantes, um do 1.º CEB e dois do 2.º
CEB de Matemática e Ciências Naturais, respetivamente. Os resultados demonstraram que
os professores têm presente que a promoção do sentido crítico acerca desta temática é
fundamental para que haja progressos tanto a nível do ambiente como das aprendizagens
realizadas no contexto educativo; os professores referiram que, por vezes, não trabalham
tanto esta temática como o que gostariam, referindo o fator tempo como o principal
constrangimento. Os resultados obtidos evidenciam que os professores mostram desagrado
pelo facto destas questões não serem vistas como uma mais-valia no processo de ensinoaprendizagem,
tanto ao nível da escola como da comunidade educativa. Concluímos, assim,
que é necessário haver uma mudança nas práticas educativas e nas ações desenvolvidas,
valorizando esta temática de forma a desenvolver a literacia ambiental dos alunos. É
necessário prepará-los para uma cidadania ativa e para a sociedade em que estão inseridos,
para terem consciência de como podem melhorar a sua vida e a dos indivíduos e, em
particular, para a necessidade de compreenderem as dinâmicas do ambiente e adotarem
comportamentos e atitudes de preservação do mesmo.
This study is part of a broader work carried out under the supervised teaching practice of the master’s in teaching of the first cycle of basic education and of mathematics and natural sciences in the second cycle of basic education. Overall, it was based on the student’s awareness of environmental issues and also served as a particularly interesting tool for didactic-pedagogical intervention, as it stimulated the student to think about environmental issues related to subjects they are faced with. in your daily life. In this text we intend to highlight the perception of teachers about how they face the approach to environmental issues in the teaching-learning process. The study is based on a qualitative, descriptive, and interpretive methodology. For data collection, we used interview guides that we applied to three cooperating teachers, one from the first cycle of basic education and two from the mathematics and natural sciences in the second cycle of basic education, respectively. The results showed that teachers have in mind that the promotion of critical thinking on this issue is essential to make progress both on the environment and the learning acquired in the educational context; teachers reported that sometimes do not work so this issue as they would like, referring to the time factor as the main constraint. The results show that teachers are displeased with the fact that these issues are not seen as an added value in the teachinglearning process, both at the level of the school and the educational community. We conclude that there must be a change in educational practices and actions developed, highlighting this issue to develop the environmental literacy of students. It is necessary to prepare them for active citizenship and for the society in which they are inserted, to be aware of how they can improve their lives and that of individuals and for the need to understand the dynamics of the environment and adopt behaviours and preservation attitudes.
This study is part of a broader work carried out under the supervised teaching practice of the master’s in teaching of the first cycle of basic education and of mathematics and natural sciences in the second cycle of basic education. Overall, it was based on the student’s awareness of environmental issues and also served as a particularly interesting tool for didactic-pedagogical intervention, as it stimulated the student to think about environmental issues related to subjects they are faced with. in your daily life. In this text we intend to highlight the perception of teachers about how they face the approach to environmental issues in the teaching-learning process. The study is based on a qualitative, descriptive, and interpretive methodology. For data collection, we used interview guides that we applied to three cooperating teachers, one from the first cycle of basic education and two from the mathematics and natural sciences in the second cycle of basic education, respectively. The results showed that teachers have in mind that the promotion of critical thinking on this issue is essential to make progress both on the environment and the learning acquired in the educational context; teachers reported that sometimes do not work so this issue as they would like, referring to the time factor as the main constraint. The results show that teachers are displeased with the fact that these issues are not seen as an added value in the teachinglearning process, both at the level of the school and the educational community. We conclude that there must be a change in educational practices and actions developed, highlighting this issue to develop the environmental literacy of students. It is necessary to prepare them for active citizenship and for the society in which they are inserted, to be aware of how they can improve their lives and that of individuals and for the need to understand the dynamics of the environment and adopt behaviours and preservation attitudes.
Description
Keywords
Literacia ambiental Questões ambientais Processo de ensinoaprendizagem
Pedagogical Context
Citation
Fernandes, Júlia Susana; Rodrigues, Maria José (2020). Abordagem das questões ambientais no processo de ensino-aprendizagem: perceção dos professores. In Cristina Mesquita; Manuel Vara Pires; Rui Pedro Lopes (Eds.). VI Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 472-482. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança