Educação Ambiental e Educação Infantil: vivências que despertam para a sustentabilidade ambiental no CMEI Rita Maria de Jesus Rebelo do município de Itapema- Santa Catarina
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Data
2025-03-12
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Mallmann, Elisete
Silva , Jaqueline Silva da
Hattge, Morgana Domênica
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Resumo
A presente dissertação teve como objetivo investigar quais vivências o CMEI Rita Maria de Jesus Rebelo tem proporcionado às crianças com o intuito de despertá-las para a Sustentabilidade Ambiental. A pesquisa foi realizada por meio de uma abordagem qualitativa e ocorreu em uma escola de Educação Infantil de Itapema/SC. Os participantes deste estudo foram selecionados com base em dois critérios: diversidade de funções que exercem na escola e de experiências relacionadas à Sustentabilidade Ambiental, abrangendo gestão, professores e profissionais de execução de tarefas operacionais, totalizando 15 participantes. Foram utilizados no embasamento teórico autores como: Capra (2006a; 2006b; 2006c), Carvalho (2012; 2017), Cornel (2012), Dewey (1979), Horn (2004), Louvi (2019), Schwalm e Robaina (2020) e Tiriba (2015), além de outros que contribuíram com as reflexões sobre o tema investigado. A produção de informações ocorreu por meio da realização de cinco grupos focais, que foram gravados através de audiovisuais e transcritos. Para a análise, utilizou-se a metodologia da Análise Textual Discursiva, resultando em três categorias. A primeira abordou a compreensão de Sustentabilidade Ambiental dos participantes. As falas dos participantes nos grupos focais evidenciaram a compreensão de que a sustentabilidade vai além de ações isoladas, sendo um modo de vida que envolve relações responsáveis com o meio ambiente, com os outros e com os recursos disponíveis. Na segunda categoria, abordou-se ações de Sustentabilidade Ambiental no CMEI Rita Maria de Jesus Rebelo, elencando práticas já existentes, por meio do ensino, que propõem vivências para as crianças. Os resultados da pesquisa revelaram que o CMEI desenvolve diversas práticas sustentáveis, como separação de lixo, reaproveitamento de materiais, contato com os elementos naturais, consciência alimentar e saudável, redução do uso de papel, documentação on-line, reaproveitamento de materiais, harmonização de plantas e animais nas propostas com as crianças, uso eficiente de água e energia e sensibilização ambiental dos profissionais e das crianças. Na terceira categoria, dialogou-se sobre estratégias para o avanço do CMEI, identificando oportunidades de aprimoramento e ampliação das ações, tais como: criação de espaços verdes, engajamento da comunidade, implementação de projetos voltados à sustentabilidade, formação para os profissionais e parcerias com empresas. Concluiu-se, dessa forma, que o CMEI possui um compromisso com a sustentabilidade, mas que ainda há espaço para o desenvolvimento de novas práticas e o fortalecimento das existentes. A Educação Infantil desempenha um papel fundamental na formação de valores e atitudes, e a promoção da sustentabilidade nesse contexto é essencial para a construção de um futuro mais sustentável para todos.
This dissertation aimed to investigate what experiences CMEI Rita Maria de Jesus Rebelo has provided to children in order to awaken them to Environmental Sustainability. The research was carried out through a qualitative approach and took place in an Early Childhood Education school in Itapema/SC. The participants of this study were selected based on two criteria: diversity of functions they perform in the school and experiences related to Environmental Sustainability, including management, teachers and professionals performing operational tasks, totaling 15 participants. Authors such as: Capra (2006a; 2006b; 2006c), Carvalho (2012; 2017), Cornel (2012), Dewey (1979), Horn (2004), Louvi (2019), Schwalm and Robaina (2020), and Tiriba (2015), in addition to others who contributed to the reflections on the investigated theme, were used for the theoretical basis. The production of information occurred through five focus groups, which were recorded through audiovisuals means and transcribed. For the analysis, the methodology of Discursive Textual Analysis was used, resulting in three categories. The first addressed the participants' understanding of Environmental Sustainability. The speeches of the participants in the focus groups showed the understanding that sustainability goes beyond isolated actions, being a way of life that involves responsible relationships with the environment, with others and with the available resources. In the second category, Environmental Sustainability actions were addressed at CMEI Rita Maria de Jesus Rebelo, listing existing practices, through teaching, which propose experiences for children. The results of the research revealed that CMEI develops several sustainable practices, such as waste separation, repurposing of materials, contact with natural elements, food and health awareness, reduction of paper use, online documentation, reuse of materials, harmonization of plants and animals in the proposals with children, efficient use of water and energy and environmental awareness of professionals and children. In the third category, there was a dialog about strategies for the CMEI’s advancement, identifying opportunities for improvement and expansion of actions, such as: creation of green spaces, community engagement, implementation of projects aimed at sustainability, training for professionals and partnerships with companies. It was concluded, therefore, that the CMEI has a commitment to sustainability, but that there is still room for the development of new practices and the strengthening of existing ones. Early Childhood Education plays a fundamental role in the formation of values and attitudes, and the promotion of sustainability in this context is essential for building a more sustainable future for all.
This dissertation aimed to investigate what experiences CMEI Rita Maria de Jesus Rebelo has provided to children in order to awaken them to Environmental Sustainability. The research was carried out through a qualitative approach and took place in an Early Childhood Education school in Itapema/SC. The participants of this study were selected based on two criteria: diversity of functions they perform in the school and experiences related to Environmental Sustainability, including management, teachers and professionals performing operational tasks, totaling 15 participants. Authors such as: Capra (2006a; 2006b; 2006c), Carvalho (2012; 2017), Cornel (2012), Dewey (1979), Horn (2004), Louvi (2019), Schwalm and Robaina (2020), and Tiriba (2015), in addition to others who contributed to the reflections on the investigated theme, were used for the theoretical basis. The production of information occurred through five focus groups, which were recorded through audiovisuals means and transcribed. For the analysis, the methodology of Discursive Textual Analysis was used, resulting in three categories. The first addressed the participants' understanding of Environmental Sustainability. The speeches of the participants in the focus groups showed the understanding that sustainability goes beyond isolated actions, being a way of life that involves responsible relationships with the environment, with others and with the available resources. In the second category, Environmental Sustainability actions were addressed at CMEI Rita Maria de Jesus Rebelo, listing existing practices, through teaching, which propose experiences for children. The results of the research revealed that CMEI develops several sustainable practices, such as waste separation, repurposing of materials, contact with natural elements, food and health awareness, reduction of paper use, online documentation, reuse of materials, harmonization of plants and animals in the proposals with children, efficient use of water and energy and environmental awareness of professionals and children. In the third category, there was a dialog about strategies for the CMEI’s advancement, identifying opportunities for improvement and expansion of actions, such as: creation of green spaces, community engagement, implementation of projects aimed at sustainability, training for professionals and partnerships with companies. It was concluded, therefore, that the CMEI has a commitment to sustainability, but that there is still room for the development of new practices and the strengthening of existing ones. Early Childhood Education plays a fundamental role in the formation of values and attitudes, and the promotion of sustainability in this context is essential for building a more sustainable future for all.
Descrição
Palavras-chave
Educação Infantil; Sustentabilidade Ambiental; Criança; Alfabetização ecológica; Ensino; Early Childhood Education; Environmental Sustainability; Child; Ecological literacy; Teaching
Citação
LORENCINI, Diocilde. Educação Ambiental e Educação Infantil: vivências que despertam para a sustentabilidade ambiental no CMEI Rita Maria de Jesus Rebelo do município de Itapema- Santa Catarina. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 out. 2024. Disponível em: http://hdl.handle.net/10737/4855.