Percepção e cuidado pelo viés socioambiental
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Müller, Angélica Michels
Orientador
Marcomin, Fátima Elizabeti
Coorientador
Resumo
Atualmente as questões ambientais estão em alta na mídia em decorrência das consequências advindas da intervenção humana no ambiente, assim como da reflexão gerada a partir dos eventos nacionais e internacionais e da participação de movimentos em defesa do meio ambiente. Frente a tal realidade, a escola pode exercer um papel importantíssimo com vistas a favorecer a construção de processos formativos que almejem a formação de cidadãos éticos, críticos, responsáveis e comprometidos com o exercício da cidadania e com a construção de sociedades sustentáveis. O presente estudo objetivou compreender a percepção socioambiental de pais, professores e gestores da Escola de Ensino Fundamental Fábio Silva, em Tubarão/SC/Brasil, sobre o papel da escola na formação de sujeitos críticos e atuantes na sociedade e da necessidade de relações mais estreitas entre escola-comunidade. A abordagem da pesquisa é qualitativa e fenomenológica à luz da percepção em Merleau-Ponty, pautada na observação da pedagogia Freireana e na ética do cuidado de Leonardo Boff. A busca por informações ocorreu por meio de entrevistas gravadas, transcritas e interpretadas sob a perspectiva fenomenológica. Observou-se que os participantes da pesquisa concebem um sujeito crítico e atuante na sociedade como aquele portador de virtudes; apresentam dificuldades em compreender meio ambiente sob a ótica ambiental, levando este conceito ao âmbito das relações interpessoais; apontam a comunidade como problemática, evidenciando que há pouca relação de pertencimento com o local onde vivem e onde a escola está inserida. A respeito da relação escola-comunidade e vice-versa, declaram-na boa, porém enfatizam a pouca participação dos pais na escola. Consideram a Associação de Pais e Professores da escola como algo distante, mas reconhecem que esta poderia auxiliar a escola e a comunidade. Os pais entendem ser importante o estudo na vida de seus filhos. A educação, para os participantes, é um elemento transformador e de melhoria na qualidade de vida das pessoas. A sustentabilidade é concebida como algo inerente à preservação do meio ambiente. As expressões dos participantes apontam para a necessidade de aproximar a comunidade da escola e vice-versa, estabelecendo laços estreitos e cuidadosos entre ambos. Face ao observado, seria importante a inserção de projetos coletivos integradores entre escola-comunidade e que poderiam ser mediados pela Educação Ambiental crítica, emancipatória e transformadora.
Nowadays, environmental issues are fashionable in the media due to the consequences of human intervention on the environment, as well as the reflections generated from national and international events and the participation of movements for the protection of the environment. Given this scenario, schools can play a very important role with a view to facilitating the construction of training processes that aim to form ethical, critical, responsible and committed citizens in the exercise of citizenship and with the construction of sustainable societies. The present study aimed to understand the socio-environmental perception of parents, teachers and administrators of the Fábio Silva Elementary School, in Tubarão, in the state of Santa Catarina, Brazil concerning the role of the school in the formation of critical and involved subjects in society and the need for closer ties between the school and the community. The research approach is qualitative and phenomenological in the light of perception in Merleau-Ponty, guided by the observations of Freire´s pedagogy and ethics of care by Leonardo Boff. The search for information took place through interviews recorded, transcribed and interpreted from a phenomenological perspective. It was observed that the participants in the research conceive an active and critical subject in society as one with the virtues; they have difficulties in understanding the environment from an environmental viewpoint, bringing this concept into the area of interpersonal relationships; they point to the community as being the problem, showing that there is little relationship of belonging to the location where they live and where the school is inserted. With regard to the relationship between school and community and vice-versa, they declare that this relationship is good, although they emphasize the scant participation of the parents in school matters. They consider the Parents and Teachers Association as aloof, but acknowledge that this could aid the school and community. The parents understand the importance of studying in the lives of their children. For the participants, education is a transforming element that improves the quality of people´s lives. Sustainability is conceived as something inherent inenvironmental preservation. The expressions of the participants point to the necessity to bring the community closer to the school and vice-versa, establishing careful and close ties between them. With regard to the above observations, it would be important to introduce collective and integration projects between school and community that could be mediated by a critical, emancipatory and transforming environmental education.
Nowadays, environmental issues are fashionable in the media due to the consequences of human intervention on the environment, as well as the reflections generated from national and international events and the participation of movements for the protection of the environment. Given this scenario, schools can play a very important role with a view to facilitating the construction of training processes that aim to form ethical, critical, responsible and committed citizens in the exercise of citizenship and with the construction of sustainable societies. The present study aimed to understand the socio-environmental perception of parents, teachers and administrators of the Fábio Silva Elementary School, in Tubarão, in the state of Santa Catarina, Brazil concerning the role of the school in the formation of critical and involved subjects in society and the need for closer ties between the school and the community. The research approach is qualitative and phenomenological in the light of perception in Merleau-Ponty, guided by the observations of Freire´s pedagogy and ethics of care by Leonardo Boff. The search for information took place through interviews recorded, transcribed and interpreted from a phenomenological perspective. It was observed that the participants in the research conceive an active and critical subject in society as one with the virtues; they have difficulties in understanding the environment from an environmental viewpoint, bringing this concept into the area of interpersonal relationships; they point to the community as being the problem, showing that there is little relationship of belonging to the location where they live and where the school is inserted. With regard to the relationship between school and community and vice-versa, they declare that this relationship is good, although they emphasize the scant participation of the parents in school matters. They consider the Parents and Teachers Association as aloof, but acknowledge that this could aid the school and community. The parents understand the importance of studying in the lives of their children. For the participants, education is a transforming element that improves the quality of people´s lives. Sustainability is conceived as something inherent inenvironmental preservation. The expressions of the participants point to the necessity to bring the community closer to the school and vice-versa, establishing careful and close ties between them. With regard to the above observations, it would be important to introduce collective and integration projects between school and community that could be mediated by a critical, emancipatory and transforming environmental education.
Palavras-chave
Educação ambiental, Comunidade e escola, Ensino fundamental