Representações ambientais no Ensino Fundamental e a potencialidade de construção de novos sentidos a partir das vivências na natureza
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Data
2016-10
Autores
Orientador
Mazzarino, Jane Márcia
Banca
Mazzarino, Jane Márcia
Munhoz, Angelica Vier
Turatti, Luciana
Castrogiovanni, Antônio Carlos
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Resumo
A constatação que os materiais didáticos escolares não contemplavam uma abordagem aprofundada sobre o Rio Branco, o qual tem grande importância e influência no desenvolvimento do Estado de Roraima, especialmente em Boa Vista, determinou o surgimento do interesse por um estudo que buscasse compreender as representações sociais que alunos têm sobre este rio e possibilitasse analisar como um método que contemplasse as vivências poderia ressignificar estas representações. O presente estudo delimitou-se à Escola Estadual Barão de Parima, de Boa Vista. Focaram-se fundamentalmente as representações sociais sobre um dos rios que perpassa todo o Estado de Roraima. O estudo permitiu compreender a relação que crianças com idade entre 09 e 12 anos, estudantes de uma escola margeada pelo Rio Branco, tem com ele, assim como de seus familiares e educadores. A metodologia utilizada foi a pesquisa qualitativa, com levantamento bibliográfico e pesquisa de campo, a qual incluiu questionários, entrevistas semiestruturadas e o desenvolvimento de atividades vivenciadas, visando a um contato mais próximo com a natureza e, especificamente, com o Rio Branco. Para as atividades vivenciadas tomou-se como base a proposta de Joseph Cornell, educador naturalista que desenvolve atividades, jogos e exercícios que proporcionam uma aproximação e interação do indivíduo com o meio ambiente. Concluiu-se que as representações dos envolvidos na pesquisa são marcadas pela dimensão naturalista, porém as atividades vivenciais com a natureza resultaram em maior envolvimento e sensibilização dos alunos com o meio ambiente, fortalecendo e ressignificando suas relações com a natureza.
The finding that school textbooks did not include an in-depth approach on the Branco River, which has great importance and influence on the development of the State of Roraima, Boa Vista in particular, determined the emergence of interest in a study that sought to understand the social representations that students have about this river and make possible to analyze how a method that considered the experiences could reframe these representations. This study was delimited to the Barão de Parima State School in Boa Vista. Focused primarily on the social representations of this river that runs through the whole state of Roraima. The study allowed us to understand the relationship that children aged from 09 to 12 years, students from a school bordered by the Branco River, have with it, as well as their families and educators. The methodology was qualitative research, with bibliographical and field research, which included questionnaires, semi-structured interviews and the development of activities experienced, seeking a closer contact with nature, and specifically with the Branco River. For experienced activities were taken as basis the proposed by Joseph Cornell, naturalist educator who develops activities, games and exercises that provide an approximation of the individual and interaction with the environment. It was concluded that the representations involved in the study are marked by naturalist dimension, but the experiential activities with nature resulted in greater involvement and awareness among students about the environment, strengthening and redefines its relationship with nature.
The finding that school textbooks did not include an in-depth approach on the Branco River, which has great importance and influence on the development of the State of Roraima, Boa Vista in particular, determined the emergence of interest in a study that sought to understand the social representations that students have about this river and make possible to analyze how a method that considered the experiences could reframe these representations. This study was delimited to the Barão de Parima State School in Boa Vista. Focused primarily on the social representations of this river that runs through the whole state of Roraima. The study allowed us to understand the relationship that children aged from 09 to 12 years, students from a school bordered by the Branco River, have with it, as well as their families and educators. The methodology was qualitative research, with bibliographical and field research, which included questionnaires, semi-structured interviews and the development of activities experienced, seeking a closer contact with nature, and specifically with the Branco River. For experienced activities were taken as basis the proposed by Joseph Cornell, naturalist educator who develops activities, games and exercises that provide an approximation of the individual and interaction with the environment. It was concluded that the representations involved in the study are marked by naturalist dimension, but the experiential activities with nature resulted in greater involvement and awareness among students about the environment, strengthening and redefines its relationship with nature.
Descrição
Palavras-chave
Representações sociais; Educação ambiental; Vivências na natureza; Estudo qualitativo; Ensino Fundamental; Rio Branco
Citação
ASSIS, Patrícia Angela Grisa De. Representações ambientais no Ensino Fundamental e a potencialidade de construção de novos sentidos a partir das vivências na natureza. 2014. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 03 jul. 2014. Disponível em: http://hdl.handle.net/10737/1135.