Formação continuada de professores de biologia para o enfrentamento de conflitos socioambientais

Abstract

The current unrestrained pace that accompanies the growing consumerism of humanity has triggered harmful consequences for the planet. Large enterprises have been emerging in order to feed this growing demand, but it is perceived the lack of care regarding possible impasses generated. In the state of Pernambuco there is the example of the Complexo Industrial Portuário de Suaoe – CIPS, located in the municipalities of Cabo de Santo Agostinho and Ipojuca. Studies indicate that this region is characterized by the occurrence of several socio-environmental conflicts arising from the establishment of companies in natural environments that are often sources of food and income of several families. In this scenario are located public schools in which the youth of these communities study. Considering the role of the school in citizen education, as well as the role of the teacher related to facilitation in the learning process, the school space is characterized as an enabling environment for the development of the criticality of young people and their active participation in society. This is the working environment of Biology teachers who, traditionally, are the professionals most dedicated to activities related to Environmental Education. CIPS offers Environmental Education oriented courses aimed at teachers – as well as other professions – which can be considered as continuing education. Given this, the guiding question of this research emerges: How can the continuing education of Biology teachers working around the Suape region, offered by CIPS itself, contribute to the teaching practice regarding the approach to coping with socio-environmental conflicts? So that we could respond to this concern, we set out as a general objective the understanding of how this continuing education can contribute to teacher activities directed to this approach. Therefore, characterizing the research as having a qualitative nature, we sought teachers of the discipline of Biology working in schools in the region that have attended this training and proceeded to a semi-structured interview with analysis of possible materials related to their environmental educational practices. For data processing, we transcribed these interviews and proceeded to Bardin's Content Analysis. It was evidenced that only one of the research subjects performed activities that can be considered the embryo for a future approach to socio-environmental conflicts, but the teacher herself admitted that she was not influenced by the continuing education focused on the development of these practices. We realize that the training did not approach the approach of socio-environmental conflicts, moving away from the critical line of Environmental Education and resembling the naive Environmental Education characterized by the performance of specific actions.