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Temas socioambientais na formação de professores de ciências naturais: a carta da terra como referência para reflexão e ação
(Universidade Federal do Pará, 2016-04-20) FERREIRA, Darlene Teixeira; FREITAS, Nadia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
With the configuration of the current socio-environmental scenario, education has been indicated in several official documents as one of the paths to the development of strategies that can contribute to the construction of sustainable societies. In this respect, the Earth Charter can be adopted as the guiding instrument for formative and educational actions that provide reflections and actions based on the principles of sustainability. Motivated by my personal and professional experiences, I have chosen to perform an action research with students of the graduation course in natural sciences, from the University Campus of Marajó- Breves, by the Universidade Federal do Pará, adopting as a starting point the following question: in what terms, the contact with the Earth Charter, during the initial formation, provides reflections on environmental themes and stimulates pedagogical actions linked to the introduction of these subjects in the teaching practice of the graduating student in supervised practice of regency? The objectives of this research action were promoting acquisition, expansion and deepening in environmental issues using the Earth Charter as a tool for reflection and action between undergraduates of natural sciences; identify how and in which contexts the environmental themes were inserted into the academic trajectory (Basic Education and the graduation journey) of undergraduates in natural sciences, emphasizing the approach of such subjects in the Educational Project of the degree in Natural Sciences; check the indicatives of acquisition, expansion and deepening of understanding about the environmental issues in the central principles and values presented in the Earth Charter, from a intervention highlighting the contributions of the same Charter to the incorporation of these topics in the teaching practice of undergraduates, during the stage of practice of regency and future intent of approach in their professional performance. The action research was based on the principles of qualitative paradigm and was developed with 11 students of the graduation course in natural sciences, from CUMB/UFPA. The collection instruments were: questionnaires, interviews, field diary, audio and video records of meetings, individual and collective productions. The analysis of the results allowed me to prepare and defend the thesis that the Earth Charter, when presented in the initial training of science teachers in an active teaching methodological context, contributes effectively to the contact, expansion and deepening of environmental knowledge, promoting the recognition of the importance of the articulation between such knowledge with the science content, especially in the thoughtfulness of the current socio-environmental crisis.