Metodologia dos três momentos pedagógicos para educação ambiental

Abstract

The research that culminated in this thesis originated from the concerns and disquiets as the practices for the teaching and learning of Science associated with environmental education, starting from the following question: the methodology of the Three Pedagogical Moments can provide a significative learning in Science’s classes as the environmental questions? Apart from identify and analyze contribuitions of the 3PM methodology to the teaching and learning of Science on environmental education. The research also seek to investigate conceptions which the teachers have from the methodology and what conceptions the students have of Science’s contentes related to environmental and identify the significative learning in students and provided for the application of the 3PM methodology. The locus of the development and implematation of the research it was Escola Estadual Governador Clovis Salgado, in the city of Ituiutaba, MG, involving students from middle school and teacher’s of Science, Geography, History, Portuguese and Math’s teachers. The study sought to explore the possibilities of construction of student knowledge about environmental education by the planting and cultivation of a vertical garden and kitchen garden using ornamental, medicinal and green plants. The survey was conducted as a qualitative approach allowing to map the studied terrain to produce a detailed description of an exploratory approach (ROSA, 2013) and made use of action research, where " [ ... ] the researcher is a member of the group who intervene on the course of the activity, guided by the research which is executing. Its development was structured at four thematic workshops whereas in theorical and pratical classes, the content was subject to the theme of each workshop and discussed based on the methodology of 3PM (DELIZOICOV, 1994; 2005; 2011). The data collection instruments were questionnaires, conceptual table, drawing, discussion group, structured interviews and journals. The interpretation of the data, the presentation of results and discussion followed the dynamics of Discursive Textual Analysis. The results pointed out that the questioning of environmental preservation arouses student interest in knowledge on the topic, especially when the student is seen as the subject of this action, leading to the maturation of the resulting reflection from the internalization and reconstruction of knowledge that already holds. Also in the case of the teachers is noted a improvement in theirs initial conception in the methodology of 3PM: from the lack of knowledge to the agreement that it can help the teacher work and student learning. Not by chance, they get interested in undertand it deeply to incorporate it into the teaching practice in general.