Projetos de trabalho e educação ambiental : uma estratégia de ensino-aprendizagem sob a perspectiva da complexidade.

Abstract

This thesis deal about the work projects in environmental education (EE), proposed as a strategy for teaching-learning under the perspective of complexity. The main objective is to analyze the use of this strategy in the classroom. In this direction, initially, we made a diagnosis of how the EE was being worked on by the teachers. Subsequently, we suggested the work projects and analyze their possible contributions. Three theoretical categories supported the research: the EE, the work projects and the complexity / transdisciplinarity. To attend the proposed objectives, we adopted a qualitative methodology with the School Monsenhor Manuel Leonardo de Barros Barreto, Recife / PE, being the search field. We work with four teachers who lecture in different disciplines of basic education. We choose research tools like open-ended questionnaires and interviews. These interviews were recorded and transcribed through the Hermeneutic-Dialectic Circle (HDC) technique application. We made an intervention, in the form of workshops, in which the theoretical categories fundamentals were worked with the teachers through videos, papers, songs and poems. The culmination of the workshops was the creation and implementation of work projects in EE from the perspective of complexity. From the obtained data we can infer that the teacher’s prior conception about the EE was centered in the disciplines of Biology and Science and it was an education for a better life and teaching environment. There was some progress in conceptions after the intervention, the decoupling of EE from the disciplines of biology and science, going to see it as an object of study of all disciplines and an education for a better world. We conclude that the use of work projects in the classroom: is a possibility of organizing the curriculum, encouraging the study of environmental issues and its aspects of complexity; allows student to be co-responsible for their learning and the teacher to be a facilitator of this process and favors the teacher conceptual evolution on the subject worked during the development of the work project.