Mestrado em Ensino, Educação Básica e Formação de Professores

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17480

Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041

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Navegando Mestrado em Ensino, Educação Básica e Formação de Professores por Autor "Araújo Junior, Aramis Cortes de"

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    Atividades de educação ambiental na educação de jovens e adultos do centro prisional feminino de Cachoeiro de Itapemirim-ES
    (Universidade Federal do Espírito Santo, 2024-06-07) Costa, Denize Gomes Duarte; Abreu, Vanessa Holanda Righetti de ; http://orcid.org/0000-0002-2989-3151; http://lattes.cnpq.br/4665452925539605; Peçanha, Anderson Lopes ; https://orcid.org/0000-0001-8029-0092; http://lattes.cnpq.br/6011630397289924; https://orcid.org/0000-0002-2918-614X; http://lattes.cnpq.br/6676741997685663; Meira, Ana Cláudia Hebling ; https://orcid.org/0000-0001-8848-6903; http://lattes.cnpq.br/7971806472494167; Araújo Junior, Aramis Cortes de ; https://orcid.org/0000-0002-4273-2758; http://lattes.cnpq.br/8921763377930836
    Environmental education becomes effective only when it encourages individuals to develop a critical perspective on environmental issues. In this process, the teacher acts as an active mediator, enabling opportunities for students to engage with knowledge about problems affecting the environment. This study aimed to analyze the contributions of environmental education activities, using educational games, films, and documentaries, to the teaching and learning of the following subjects: greenhouse effect, global warming, climate change, environmental balance, and socio-environmental responsibility, in the final grades (7th and 8th) of the second segment of Youth and Adult Education (EJA), at the Women's Prison Center (CPFCI) in Cachoeiro do Itapemirim-ES. It was a qualitative research of an applied nature, configured as action research, employing exploratory methods. The target audience was the students of CPFCI, who are part of the State Elementary School “Professora Inah Werneck.” Data collection occurred in three ways: through participant observation, questionnaires, and discussions in conversation circles. The data produced were analyzed in accordance with the frameword of Barbier (2004) and Prodanov and Freitas (2013). The results demonstrated that the methodology used is efficient in advancing teaching and learning when well-planned and grounded in concepts and the application of activities in a relaxed and active manner, involving students in all stages of its implementation. In conclusion, it can be said that the educational resources used were highly effective and can be utilized by other researchers, as they stimulated the students’ interest in the applied content, leading them to participate effectively and engagingly at all times, thereby ensuring the assimilation of the material covered
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    Educação ambiental no ensino básico de Guaçuí: caracterização, perspectivas e (in) adequações
    (Universidade Federal do Espírito Santo, 2024-07-04) Cardoso, Kênia Rezende; Erthal, João Paulo Casaro; https://orcid.org/0000-0003-3578-2340; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Carvalho, Maria Aparecida de; Araújo Junior, Aramis Cortes de
    Environmental problems are increasingly intensifying in the daily life of society, generating discussions in the social, educational, economic, cultural and political spheres, and demanding solutions to alleviate them. In this context, Environmental Education can act as a strategy to awaken critical, ethical and collective thinking, contributing to the identification of problems, the production of knowledge and the more active participation of society in environmental decisions. Thus, the school, as a space for the production of new knowledge, can play a transformative role in changing environmental perception and contributing to changes in the contemporary environmental landscape. This study aimed to analyze the pedagogical practices for the cross-curricular teaching of Environmental Education as a proposal for critical training at the Escola Municipal de Ensino Fundamental Deocleciano de Oliveira, in the city of Guaçuí-ES. Data production involved consulting official documents from the city that guide Environmental Education, investigating the presence or absence of cross-curricular integration as a possibility for the study of Environmental Education in the research locus. Semi-structured interviews, discussion groups with students, and analysis of the school's Plano de Desenvolvimento Institucional (PDI) were conducted, in addition to observations and notes taken during the research, which contributed to assessing how Environmental Education has been worked on in basic education, and to compare Environmental Education practices with current legislation, in order to understand, based on the environmental trends from the perspective of Sauvé (2005), which are the ones that stand out most in school practices. The proposed methodology was qualitative, with a case study approach. The analysis of the data obtained in the research was carried out through triangulation. A lack of teaching of Environmental Education as a cross-curricular theme in the PDI was observed and, despite being present in specific actions at the school, many teachers pointed out time as a limiting factor for the application of this theme in the school environment. Furthermore, a lack of continuing education focused on Environmental Education was verified. The reflection of this lack of cross-curricular integration is observed with the students, generating a fragmented teaching process that poorly represents Environmental Education in social relations.