Geographers-educators: environmental critica perspectives in the formative processes of the public geography degree courses of the Baixada Fluminense - RJ

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2021-11-22T16:01:54Z No. of bitstreams: 1 2019 - Alexandre Santos Tavares.pdf: 7739574 bytes, checksum: 72e8b3cf4632a4e5c2ab83ec2bbe0724 (MD5) Made available in DSpace on 2021-11-22T16:01:54Z (GMT). No. of bitstreams: 1 2019 - Alexandre Santos Tavares.pdf: 7739574 bytes, checksum: 72e8b3cf4632a4e5c2ab83ec2bbe0724 (MD5) Previous issue date: 2019-11-27 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior This research seeks to incorporate the debate on the formation of Geography teachers and its relationship with teaching and environmental issues, considered Environmental Education (EE). Its objective was to analyze the importance of EA for the degree in Geography, with the vision of educating geographers in the Public Universities of Baixada Fluminense RJ. And the specifics: Identify the teaching of EA and its forms along the courses of public Geography, in Baixada Fluminense, RJ; consider the teaching of EE in the formation of the Geography teacher through a critical-environmental perspective; and observe this articulation between teacher education and the teaching of geography in the field of EE. In view of the accelerated civilizational changes, the importance of EE for teacher education is highlighted, in the breadth of its degrees, but here specifically, in the degree of Geography. This presents itself as a problem to be considered and faced, investigated and discussed, regarding the principles of an extended and critical teaching in its potential to reach an emancipatory environmental geography, and in this sense, the teaching pedagogical praxis of the teaching field. Geography, taken here by Geography, by Guimar?es, where it is up to Geographers to act through an inclusive socio-environmental vision, with movements that are committed and aligned with changes in society and include social justice. In this sense, the theoretical-methodological reflection on the formation of teachers in Geography, focused on environmental issues, and in the course of its formation, as well as the deepening in what concerns the EE, in its undergraduate courses, can be potential collaborative. It deals with our theoretical contribution Methodological, authors who speak specifically of the themes: Teacher Training and Geography: Sacramento, (2015). Freire (1996). Callai (2010). Castelar, (1999). Queiroz, (2012). Martins, (2015). Geographic Space: Santos, (2006). Queiroz, (2012) Environmental Education: Layrargues, Lima, (2014). Medina (2017). Guimar?es, (2004). Laurel, (2013). The research was developed from the Degrees in Geography offered by the Faculty of Education of the Baixada Fluminense FEBF / UERJ, Duque de Caxias, and the Federal Rural University of Rio de Janeiro, Multidisciplinary Institute - IM / UFRRJ, Nova Igua?u, RJ, guarded, its PPCS, its trainers, national legislation in the field of Undergraduate and EA, among others, constitute the scope of this work. It seems to be the moment of formation in the undergraduate courses, very conducive to the undergraduate degree, the deepening of the formation of concepts, and the investigation of their own formation in Geography and its relationship with the teaching of EE, in line with the urgent social, environmental and human changes. , cultural, and the advancement in the mediating work of this knowledge, there may be, there, reflections and collaborations, both the geographical area, and the most specific of the EA. They were found in both curriculum matrices, subjects that deal with the teaching of EE, and their forms Esta pesquisa busca incorporar o debate da forma??o dos/as professores/ as de Geografia e sua rela??o com o ensino e ?s quest?es ambientais, considerada a Educa??o Ambiental (EA). Seu objetivo buscou analisar a import?ncia da EA para a licenciatura em Geografia, tendo em vista a forma??o de ge?grafos educadores nas Universidades P?blicas, da Baixada Fluminense RJ. Mais especificamente buscou: identificar o ensino da EA e suas formas junto aos cursos de licenciaturas em Geografia p?blicos, na Baixada Fluminense, RJ; considerar o ensino da EA na forma??o do professor de Geografia, atrav?s de uma perspectiva cr?tico-ambiental; e observar essa poss?vel articula??o entre a forma??o docente e o ensino de Geografia no ?mbito da EA. Esta se apresenta como problem?tica a ser considerada e enfrentada, investigada e discutida, no que tange aos princ?pios de uma doc?ncia ampliada e critica em seu potencial de alcance a uma geografia ambiental emancipat?ria, e que nesse sentido, ?s pr?xis pedag?gicas docentes do campo do ensino geogr?fico, tomada aqui a Geografia, por Guimar?es (2004), segundo o qual cabe aos Ge?grafos atuar atrav?s de uma vis?o socioambiental inclusiva, com movimentos que estejam comprometidos e alinhados com as mudan?as da sociedade que incluam justi?a social. Nesse sentido, a reflex?o te?rica-metodol?gica sobre a forma??o de professores em Geografia, voltada para as quest?es ambientais, e no decorrer de sua forma??o, assim como o aprofundamento no que trata da EA, em seus cursos de Licenciatura, consiste num potencial colaborativo. Tratam do nosso aporte te?rico-metodol?gico temas/autores: Forma??o de Professores e Geografia: Sacramento (2015); Freire (1996); Callai (2010); Castelar (1999); Queiroz (2012); Martins (2015. Espa?o Geogr?fico: Santos (2006); Queiroz (2012). Educa??o Ambiental: Layrargues, Lima (2014); Medina (2017); Guimar?es (2004) e Loureiro (2013). A pesquisa se desenvolveu a partir das Licenciaturas em Geografia ofertadas pela Faculdade de Educa??o da Baixada Fluminense FEBF/UERJ, Duque de Caxias, e pela Universidade Federal Rural do Rio de Janeiro, Instituto Multidisciplinar - IM/UFRRJ, Nova Igua?u, RJ, guardados, seus PPCS, seus formadores, a legisla??o nacional no campo das Licenciaturas e da EA, entrevistas semi-estruturadas com coordena??es de curso e professores, entre outros, constituem o escopo desse trabalho. Parece ser o momento da forma??o nos cursos de Licenciatura muito prop?cio ao licenciando, ao aprofundamento da forma??o de conceitos, e na investiga??o sobre a sua pr?pria forma??o em Geografia e sua rela??o com o ensino da EA, coadunando com as urgentes mudan?as socioambientais, humanas, culturais, e o avan?o no trabalho mediador desses conhecimentos, podendo haver a?, reflex?es e colabora??es, tanto ? ?rea geogr?fica, quanto a mais especifica da EA. Foram encontrados nas duas matrizes curriculares, disciplinas e conte?dos integrativos que tratam o ensino da EA, suas formas e sua analise formativa na ordem critico-ambiental