Práticas de educação ambiental implementadas por professores em formação continuada no programa de desenvolvimento educacional SEED/PR

Abstract

This research aimed to analyze the practices of Environmental Education implemented by teachers in continuing education in the Educational Development Program, the State Department of Education of Paraná, in the years: 2013; 2014 and 2016. The research is inserted as qualitative associated with quantitative elements, interpretative, exploratory and bibliographic. For the planning, classification of materials and the systematization of data, the first and second stages of Systematic Mapping were used and for the treatment of results, inference and interpretation the third stage of Content Analysis. The investigation was divided into 05 research questions to be answered. For the constitution of the data, 238 didactic and pedagogical productions were analyzed after the application of the inclusion and exclusion criteria. As results, it was possible to systematize the projects by disciplines; by themes; by Institutions of Higher Education; to identify which teachers, their areas of academic formation and their possible influences in the development of the works; to establish correspondence of the productions with the politicalpedagogical macro-tendencies of Environmental Education, individualized or in fields of disputes: Conservationist; Conservationist and Critical; Conservationist and Pragmatics; Conservationist and Pragmatics and Critical; Critical; Pragmatics; Pragmatics and Critical; investigate the strategies, activities and referrals proposed by teachers for the teaching of environmental issues, plus the participation of students in the development of these proposals. It was noticed the importance of creating new teaching strategies and methodologies by teachers and Educational Institutions for the classes, as it reflects the respect and appreciation of students; besides creating opportunities to facilitate learning, to stimulate reasoning and to have a positive influence on the assimilation of knowledge and on the achievement of an improvement in the quality of the inter-relationships between teacher and student. Also, that the existing relationships in the teaching-learning process are directly benefited by the establishment of new practices in Environmental Education, emphasizing the interaction and cooperation of all in the search for solutions, valuing the autonomy of students in relation to their learning, stimulating critical and reflective thinking, and the awareness of the importance of acquiring new knowledge involving environmental issues. The educational product comprises a didactic booklet, composed of a set of suggestions and strategies for practices in Environmental Education based on didactic and pedagogical productions, which may help education professionals and others interested in the daily process of teaching-learning of Environmental Education.