Navegando por Assunto "Socio-environmental issues"

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Educação pela cidade e formação de professores: mediações fotográficas na apreensão das questões socioambientais
(Universidade Federal do Pará, 2019-03-15) SANTOS, Manuella Teixeira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
The school does not often interact with the environment of the city, but the approximation between the two is necessary to be favored a greater understanding of the dynamics of the urban environment is favored. The photograph is strong allied in the sense of promoting an approximation of the school with the environment of the city and also in reflection on the look about what surrounds us, favoring the formation of critical citizens and teachers. In this context, I aimed to understand in terms of an education through the city, in the formation of teachers, contributes to the apprehension of socio-environmental issues in contexts of photographic mediations. I chose a qualitative approach, which took place in the discipline of the professional masters in teaching in science and mathematics education. The most significant of the research process was the construction of the Discourses of the Collective Subject (DCS) - in this case four DCS - referring to the city of Belém that arose from readings of photographs that the teachers in training carried out. The contents of the DCS brought several aspects concerning the socio-environmental issues that were discussed by the teachers in training. The formative process was fruitful, observed the following aspects: enlargement the viewed with respect to the multidimensional aspects of the city, resignification of teaching practice and the city as object of study of the school. The teachers, besides having built knowledge about the socioenvironmental issues of Belém, discussed aspects concerning the context of teaching. The analysis of the results allowed to elaborate and defend the following thesis: the education through the city in the formation of teachers, when using the photographic mediations, it presents the possibility of disturbing, provoking, transforming the ways of apprehending, learning and teaching, especially with regard to the unveiling of social and environmental issues, in their critical and reflective apprehension of the city.
Acesso aberto (Open Access)
Ensino das questões socioambientais amazônicas: mediações do agir comunicativo na visibilização de um mundo da vida colonizado
(Universidade Federal do Pará, 2022-02-16) SIQUEIRA, Ivone dos Santos; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640
In this investigation, in the light of Jürgen Habermas's Theory of Communicative Action and Paulo Freire’s Dialogic Action, I present a critical understanding of the socio-environmental issues, mediated by communicative and dialogic action in the development of a research-training with students of the Integrated Degree Course in Sciences, Mathematics and Languages, of the Universidade Federal do Pará. This study is based on qualitative research, on the assumptions of researchtraining (JOSSO, 2004). The audios, notes and other records generated during the classes compose the collected information, which were treated in the light of the Content Analysis, in Bardin’s terms (2009). In the didactic thematization of deforestation, mining and agribusiness, I use dialogical methodologies for reading and discussing texts, in order to present the split parts, in the pursuit of retotalling of the parts, for the visualization of the different aspects related to the theme. With this dynamic, through intersubjective interactions between participants, I enable the perception of the action of systemic imperatives in the colonization of the world of Amazonian life as an opponent of environmental balance. In the pedagogical action, the dialogic methodologies made it possible to work on the thematization of socioenvironmental issues in the classroom in an interactive way, in the achievement of the intersubjective understanding, from the perspective of communicative rationality. The didactic thematization mediated by communicative action led students to a critical understanding of the Amazon reality, when reflecting on the relationship between society and nature. In this sense, the use of dialogic methodologies in the didactic thematization of socio-environmental issues has triggered teaching and learning processes in the pedagogical action as communicative action, as it has made it possible to coordinate intersubjective interactions for mutual understanding, in the perception of the systemic agents that colonize the world of Amazonian life and provoke environmental impacts, appropriation/violence and social inequalities in their material base, causing homogenization of the spaces where these agents are installed.