Formação de professores em educação ambiental: o ensinar e aprender com audiovisuais

Abstract

The present work was guided by the following question: How can an initial teacher training course, based on reading and audiovisual production, enable the process of Environmental Education? The general objective of the research was to investigate the potentialities and challenges of using audiovisuals in the initial teacher education process, aiming at the development of critical Environmental Education. The specific objectives were: to identify the representations of the environment and the conception of environmental education of the teachers in formation; find out what participants think about the use of audiovisual resources in education; promote a pedagogical-technological action in the development of critical Environmental Education; and to verify the contribution of the formative action to the personal and professional development of the subjects. In line with the objectives, we proposed a teacher training course for undergraduate students, in partnership with the Art Education Laboratory of the Pedagogy course of the Federal University of Goiás - Jataí Regional. During the course, students performed reading and audiovisual production, with a view to the environmental debate from a critical perspective. The research methodology was characterized as qualitative case study type. We used as instruments for data collection the observation and the questionnaire. In this sense, we seek to observe all actions taken during the extension course. These observations were described in field notes. Concerning the questionnaires, two instruments were elaborated and delivered to the participants, one at the beginning of the course and the other at the end. Another source of data was the Pedagogical Political Project of the courses in which the research participants were enrolled. These documents were analyzed in order to verify if Environmental Education and Information and Communication Technologies are included in the curricula of the participants' undergraduate courses. All data were subjected to content analysis. The results showed that the teacher training course contributed positively to the development of critical environmental education of the subjects. In this sense, we identified changes regarding the participants' social representations of the environment, as there was a decrease in participants who represented the environment in a Naturalistic and Anthropocentric way, and the increase in participants who represented the environment in a Globalizing way. . We also verified in this study the difficulties regarding the insertion of Environmental Education in the undergraduate courses. According to the obtained results, we verified the lack of a specific discipline in the curricular matrix of the undergraduate courses that deal with the environmental theme, or when the subject is approached, it is restricted to the disciplines in the natural sciences areas, not being contemplated in a way. interdisciplinary approach in the academic context.