A escola e a formação de conceitos pró-ecológicos: uma investigação no Instituto Federal do Rio Grande do Norte
Human actions on the environment affect ecosystems and put future generations at risk, having motivated researchers and politicians to debate environmental sustainability. In this context, the thesis is based on knowledge from Environmental Psychology (EP) and Environmental Education (EE), having...
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| मुख्य लेखक: | |
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| अन्य लेखक: | |
| स्वरूप: | doctoralThesis |
| भाषा: | pt_BR |
| प्रकाशित: |
Universidade Federal do Rio Grande do Norte
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| विषय: | |
| ऑनलाइन पहुंच: | https://repositorio.ufrn.br/handle/123456789/56308 |
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| सारांश: | Human actions on the environment affect ecosystems and put future generations at
risk, having motivated researchers and politicians to debate environmental
sustainability. In this context, the thesis is based on knowledge from Environmental
Psychology (EP) and Environmental Education (EE), having as its theme the
contribution of the school environment to the formation of pro-ecological concepts by
high school students. It was developed based on two starting questions: How to
promote and expand students' socio-environmental responsibility and foster proecological behaviors? How to combine EP and EE in institutional programs aimed at
the formation of the ecological subject? In view of these questions, the hypotheses are
that: (i) students bring with them previous knowledge that needs to be understood and
re-signified by the school; (ii) teaching strategies that combine scientific knowledge
with students' everyday knowledge can provide the replacement and/or acquisition of
pro-ecological concepts; (iii) the combination of formal EE educational practice with
knowledge of person-environment interaction arising from EP can feed
recommendations for school performance in this field. Therefore, the main objective of
the research was to understand the role of the school environment in the
formation/appropriation of pro-ecological concepts and in the socio-environmental
awareness of students. The empirical work took place at the Federal Institute of Rio
Grande do Norte (IFRN) unit of São Gonçalo do Amarante. Methodologically, a
qualitative-quantitative investigation was carried out using a multimethod approach,
through questionnaires, interviews and conversation circles. As results, the study
traces a diagnosis that reveals students' perceptions and behaviors in relation to the
environmental theme and the position of teachers in the face of obstacles faced in the
formation of students as ecological subjects. The thesis concludes by outlining
possible contributions of EP and EE to address the main problems detected in the study. |
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