Banca de DEFESA: ALESSANDRA DOS SANTOS CABRAL VIANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALESSANDRA DOS SANTOS CABRAL VIANA
DATE: 28/06/2024
TIME: 14:00
LOCAL: Google Meet virtual: https://meet.google.com/dbx-vqsb-wmh
TITLE:

CONTRIBUTIONS OF "PEDAGOGICAL COMVIVÊNCIA" TO THE TRAINING OF ENVIRONMENTAL EDUCATORS IN NON-FORMAL SPACES

KEY WORDS:

Crisis of Paradigms; Pedagogical ComVivencia; Conservation Units; Training of Environmental Educators.

PAGES: 88
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

His study aims to investigate the possible contributions of "Pedagogical ComVivencia" and the potential of Conservation Units as educational environments for training environmental educators. It also seeks to collaborate with new counter-hegemonic perspectives on "doing" environmental education that help build a just, egalitarian and socio-environmentally sustainable society. The crisis of civilization, the result of the disjunctive and dichotomous patterns of modern society, urgently needs to be halted, since the survival of life on the planet depends on it.  Environmental education in non-formal spaces has proved to be of great importance in raising awareness of the socio-environmental issues arising from the ways of life of these contemporary societies. In this context, with a view to training environmental educators willing to transform themselves and others, based on the principles of critical, transformative and emancipatory Environmental Education (Guimarães, 2004; Carvalho, 2012; Loureiro, 2019; Freire, 1987), the following research problem arose: can the theoretical-methodological proposal of "Pedagogical ComVivencia" help train environmental educators willing to break with dominant paradigms from non-formal spaces? Through the dialogicity between perspectives and knowledge (Leff, 2015) of Critical Environmental Education, the complexity of socio-environmental issues (Morin, 2001), the importance of training environmental educators and the possibilities of non-formal educational environments (Queiroz; Guimarães, 2016), we will seek to build counter-hegemonic knowledge of "doing" Environmental Education. The main objective of this study is to identify (or not) the contributions of the theoretical-methodological proposal "ComVivência Pedagógica" in the training of environmental educators based on the didactic potential of Conservation Units as a non-formal educational space. To do this, we will use a qualitative and exploratory approach, of an interventional nature, through the modality of application research (Teixeira; Megid Neto, 2017) supported by some characteristics of training-research (Josso, 2004; Santos, 2005) in a training process for environmental educators offered by the UFRRJ Extension Office, using bibliographic and documentary research and the application of questionnaires and interviews for its development. It is hoped that this research will help train environmental educators who are critical and reflective of their pedagogical practices and committed to building a new socio-environmental reality.

COMMITTEE MEMBERS:
Presidente - 1542313 - MAURO GUIMARAES
Externa ao Programa - 366511 - EDILEUZA DIAS DE QUEIROZ - UFRRJExterna à Instituição - ANA CAROLINA CRUZ DE AZEVEDO - IFRJ