Concepções de educação ambiental dos alunos de ciências biológicas de uma Universidade particular da cidade de São Paulo
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Tipo
TCC
Data de publicação
2019-06
Periódico
Citações (Scopus)
Autores
Costa, Lucas Daminello
Orientador
Pechliye, Magda Medhat
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Resumo
O presente trabalho teve como objetivos compreender como os alunos da graduação de um curso de ciências biológicas de uma universidade particular de São Paulo – SP classificam os níveis de importância de diferentes entidades sociais diante das problemáticas ambientais e analisar se existe mudança quantitativa na atribuição destes níveis de importância entre a primeira e última etapa do curso. Tais objetivos tiveram como base o entendimento de que, há na sociedade, diferentes concepções de educação ambiental, algumas de viés critico, e outras de viés conservador. Estas concepções estão latentes no processo formativo dos alunos e certamente interferem na forma como os indivíduos percebem as problemáticas ambientais. Sendo assim, ao buscamos compreender como os alunos indicam, em ordem de importância, a responsabilidade das diferes entidades sociais perante as problemáticas, procuramos compreender quais concepções de educação ambiental, entre conservadoras e críticas, predominam nos alunos. Ao chegarmos ao nosso objetivo foi possível inferir de que modo, possivelmente, os alunos enfrentam as problemáticas ambientais, e se ocorre mudança nisto ao decorrer do curso. O procedimento metodológico para coleta e análise de dados consistiu na aplicação de cinco questões, cada qual trazendo uma problemática ambiental e, dentro da questão, quatro opções alternativas, cada uma representando uma entidade social, em que os alunos enumeraram as entidades sociais por ordem de importância na causa da problemática apresentada na questão. Sendo que as diferentes concepções, crítica e conservadora, hipoteticamente, indicam diferentes setores sociais como sendo maiores em nível de importância dentro das problemáticas, dividimos estas alternativas em dois grupos, em um grupo três alternativas representam escolhas de concepção crítica e no outro grupo uma alternativa representa a escolha de concepção conservadora. Usamos o método quantitativo, utilizando, com auxílio de gráficos, a porcentagem das escolhas para analisar a respostas e observamos que proporcionalmente houve, na maioria das questões, predominância da escolha de resposta que consideramos conservadora, tanto na etapa inicial quanto na final do curso, desta forma, não houve mudança nesta concepção ao decorrer do curso, se mantendo conservadora.
The objective of this study was to understand how undergraduate students of a biological sciences course at a private university in São Paulo - SP classify the levels of importance of different social entities in relation to environmental problems and to analyze if there is a quantitative change in the attribution of these levels of importance between the first and last stage of the course. These objectives were based on the understanding that there is in society different conceptions of environmental education, some with a critical bias, and others with a conservative bias. These conceptions are latent in the formative process of the students and certainly interfere in the way in which these individuals perceive the environmental problems. Thus, as we seek to understand how students indicate, in order of importance, the responsibility of different social entities to the problematic, we try to understand which conceptions of environmental education, between conservatives and critics, predominate in students. When we reach our goal, it was possible to infer how students possibly face environmental problems, and whether there is a change in this during the course of the course. The methodological procedure for collecting and analyzing data consisted of the application of five questions, each one bringing an environmental problem and, within the question, four alternative options, each representing a social entity, in which the students enumerated the social entities in order of importance of the problem presented in the question. Given that the different conceptions, critically and conservatively, hypothetically indicate different social sectors as being larger in the level of importance within the problematic, we divide these alternatives into two groups, in a group three alternatives represent choices of a critical conception and in the other one represents the conservative choice. We used the quantitative method, using graphs, the percentage of the choices to analyze the answers, and we observed that proportionally there was, in most of the questions, a predominance of the choice of answer that we considered conservative, both in the initial and in the end of the course , in this way, there was no change in this conception during the course of the course, remaining conservative
The objective of this study was to understand how undergraduate students of a biological sciences course at a private university in São Paulo - SP classify the levels of importance of different social entities in relation to environmental problems and to analyze if there is a quantitative change in the attribution of these levels of importance between the first and last stage of the course. These objectives were based on the understanding that there is in society different conceptions of environmental education, some with a critical bias, and others with a conservative bias. These conceptions are latent in the formative process of the students and certainly interfere in the way in which these individuals perceive the environmental problems. Thus, as we seek to understand how students indicate, in order of importance, the responsibility of different social entities to the problematic, we try to understand which conceptions of environmental education, between conservatives and critics, predominate in students. When we reach our goal, it was possible to infer how students possibly face environmental problems, and whether there is a change in this during the course of the course. The methodological procedure for collecting and analyzing data consisted of the application of five questions, each one bringing an environmental problem and, within the question, four alternative options, each representing a social entity, in which the students enumerated the social entities in order of importance of the problem presented in the question. Given that the different conceptions, critically and conservatively, hypothetically indicate different social sectors as being larger in the level of importance within the problematic, we divide these alternatives into two groups, in a group three alternatives represent choices of a critical conception and in the other one represents the conservative choice. We used the quantitative method, using graphs, the percentage of the choices to analyze the answers, and we observed that proportionally there was, in most of the questions, a predominance of the choice of answer that we considered conservative, both in the initial and in the end of the course , in this way, there was no change in this conception during the course of the course, remaining conservative
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Palavras-chave
educação ambiental crítica , educação ambiental conservadora , concepções , critical environmental education , conservative environmental education , conceptions