Formação de professores e ensino de ecologia : ampliando horizontes imaginativos por meio de Danças Circulares Sagradas

Abstract

The teaching of ecology when coupled with a context that highlights aspects of culture, the relationship between man / society and nature and surpasses only technical concepts strengthens the breaking of breaks within the field of teaching and learning in teacher training, besides instilling new perspectives. understanding about the meaning of ecology itself. Thus, this dissertation aimed to understand how a participatory experience - the Sacred Circular Dances - of counter-cultural bias that integrates, especially the different cultures and the body as a central aspect, can contribute to the teaching of ecology and teacher education. Circular Dances dialogue in a context that involves well-being, happiness, health and healing and is also related to the field of ecological epistemologies. Our methodological course was accomplished through a stage of field immersion, observation and participation in wheels; In the second phase of the research we propose an experience with Circular Dance in the classroom of biology teacher training, in the discipline of ecology practice. After the experience, the undergraduates were able to narrate the experience of the practice through narrative texts in first person that were later interpretatively analyzed under a phenomenological focus. Our results indicate that Sacred Circular Dances, when contextualized within a program that includes and aims learning that promotes breakpoints and escape from the traditional model, are potential for learning in ecology teaching. These results lead us to reflect on the processes in the formation of biology teachers and how they can be more significant when they dialogue with elements of art, imagination and appreciation of the body and senses generating new imaginative horizons of learning.