DSpace Coleção:https://repositorio.ufms.br/handle/123456789/12872026-05-27T21:11:05Z2026-05-27T21:11:05ZEDUCAÇÃO AMBIENTAL, CURRÍCULO E FORMAÇÃO DOCENTE NA AMAZÔNIA SUL-OCIDENTALhttps://repositorio.ufms.br/handle/123456789/143812026-05-15T17:27:29Z2026-03-27T00:00:00ZTítulo: EDUCAÇÃO AMBIENTAL, CURRÍCULO E FORMAÇÃO DOCENTE NA AMAZÔNIA SUL-OCIDENTAL
Abstract: This research critically analyzed the integration of Environmental Education (EE) into the curriculum,
teacher education, and pedagogical practices of Basic Education in the municipality of Rolim de Moura, located
in the Southwestern Amazon. Grounded in the understanding of the socio-environmental crisis as an expression of a broader civilizational crisis, the study is based on the perspective of Critical Environmental Education, conceived as a continuous, territorialized, and emancipatory formative process, shaped by epistemological and political disputes within curricular policies and school institutions. The general objective was to examine how EE has been incorporated into both initial and continuing teacher education within the state school system of Rondônia, analyzing the articulation among curricular policies, the organization of teacher education programs, formative experiences, and pedagogical practices developed in state schools. The study advances the hypothesis that the epistemological fragility and marginalization of EE within teacher education curricula contribute to the reproduction of predominantly conservationist, fragmented, and decontextualized practices, thereby limiting the critical potential of schools in addressing Amazonian socio-environmental conflicts. Methodologically, this qualitative, exploratory, and interpretative research was structured into six articulated and multiscalar stages: (1) bibliometric analysis of Latin American scientific production on Environmental Education (2019–2023); (2) systematic review of Brazilian literature concerning the incorporation of EE into initial teacher education curricula (2015–2023); (3) analysis of doctoral theses defended in Brazil”s Northern Region (2019–2024); (4) documentary analysis of curricular matrices and Pedagogical Course Projects (PPCs) of teacher education programs offered in Rolim de Moura; (5) field research with 37 teachers from six state schools through semi-structured questionnaires; and (6) systematization of references and proposal of pathways for strengthening EE in the regional context. Data
were analyzed through Content Analysis, articulated with lexicometric procedures using IRAMUTEQ software.
The findings reveal that, despite the solid legal framework supporting Environmental Education in Brazil, its
institutionalization within teacher education and school curricula remains fragile. In the analyzed teacher education programs, EE appears peripherally and in a fragmented manner, frequently restricted to Biology and Geography programs and treated as a complementary component or diluted cross-cutting topic. The study identified low specific workload allocation, absence of consistent interdisciplinary integration, and limited problematization of Amazonian territorial conflicts. At the school level, pedagogical practices were predominantly conservationist and problem-solving oriented, centered on punctual actions (recycling campaigns, commemorative dates, awareness campaigns), with reduced curricular articulation and limited incorporation into Political-Pedagogical Projects. Teachers” conceptions fluctuated between naturalistic and moralizing perspectives, with less frequent critical approaches aimed at structural analysis of socio-environmental inequalities. These findings confirm the hypothesis that formative fragility directly impacts the quality and depth of pedagogical practices. Furthermore, the analysis of recent educational policies, particularly the National Common Curricular Base (BNCC) and the National Common Base for Teacher Education (BNC-Formação), indicates a movement toward curricular technicization and standardization, contributing to the dilution of EE as a structuring axis and reducing it to a transversal competency devoid of political and territorial density. In this context, transversality operates as a mechanism of thematic dispersion, weakening its transformative potential. The study concludes that overcoming this scenario requires the institutionalization of Environmental Education as a structuring, interdisciplinary, and territorialized axis within teacher education and basic education curricula, articulating universities, schools, and communities. It advocates for a critical educational praxis that recognizes educators as political subjects and the Amazonian territory as a formative space of resistance and knowledge production. The consolidation of EE in the Southwestern
Amazon demands integrated public policies, strengthened continuing education, and the valorization of
contextualized pedagogical practices capable of addressing the contradictions between agribusiness expansion, environmental degradation, and socio-environmental justice.
Tipo: Tese2026-03-27T00:00:00ZQuímica e quadrinhos: articulando o ensino e a pesquisa na formação inicial de professoreshttps://repositorio.ufms.br/handle/123456789/142702026-02-12T20:52:13Z2025-01-01T00:00:00ZTítulo: Química e quadrinhos: articulando o ensino e a pesquisa na formação inicial de professores
Abstract: This thesis aims to identify and understand the contributions and challenges of articulating teaching and research on the use of comics in Chemistry teaching for the process of constructing the identity of the teacher-researcher. It is a qualitative participatory study developed through a Comic Creation Workshop (CCW), initially conducted with twelve undergraduate pre-service teachers from the Federal University of Mato Grosso do Sul (UFMS), participants in the Pedagogical Residency Program (PRP), of whom six completed all stages of the investigation. Data were collected through questionnaires, interviews, and original comics produced by the participants, and were subsequently analyzed using an interpretative qualitative approach. The results indicate that the production of comics by the pre-service teachers fostered the development and appropriation of knowledge related to the articulation between teaching and research. This occurred through the planning and implementation of original comics in Chemistry classes at the basic education level and was consolidated by the subsequent production and dissemination of experience reports on the use of comics in Chemistry teaching. In this regard, during the process of creating original comics, the pre-service teachers faced challenges such as mastering narrative elements (speech balloons, plot, onomatopoeia) and using digital tools (such as Canva and Bitmoji) in the development of their stories. The creation process allowed them to reflect on their didactic choices, identify the limitations of their productions, and understand both the potential and challenges of using comics in Chemistry teaching. Furthermore, by producing experience report articles, the pre-service teachers recognized the inseparability of teaching and research in the teaching profession. Finally, it is concluded that the integration between teaching and research, developed in this doctoral study, materialized in the teaching dimension through the planning and implementation of pedagogical practices involving the use of comics in Chemistry classes and, in the research dimension, through the production and dissemination of experience reports on such classroom practices. This integration contributed to strengthening the construction of the teacher-researcher identity. This process enhanced teacher education by expanding the autonomy, creativity, and investigative stance of the pre-service teachers, highlighting the importance of engaging with new teaching resources and reflecting on pedagogical practice in the field of Chemistry education.
Tipo: Tese2025-01-01T00:00:00ZENCANTAR-SE COM O ENCANTO: MANIFESTO POR UMA EDUCAÇÃO AMBIENTAL PROFUNDAhttps://repositorio.ufms.br/handle/123456789/142602026-02-10T21:05:14Z2025-01-01T00:00:00ZTítulo: ENCANTAR-SE COM O ENCANTO: MANIFESTO POR UMA EDUCAÇÃO AMBIENTAL PROFUNDA
Abstract: Esta tesis propone y fundamenta la Educación Ambiental Profunda (EAP), concebida y desarrollada como una nueva episteme para la formación docente en Ciencias Biológicas, entendida como una respuesta a la crisis civilizatoria contemporánea, que es al mismo tiempo socioambiental, epistémica y existencial. Inspirada en los referentes de la Ecología Profunda, de la Educación Ambiental crítica y decolonial, así como en las cosmologías indígenas y latinoamericanas, la EAP se erige como una praxis ética, sensible, espiritual, política y decolonial, capaz de religar ciencia y cuerpo, currículo y territorio, universidad y comunidad. Organizada en formato multipaper, la tesis está compuesta por artículos que dialogan entre sí y muestran el recorrido investigativo y formativo realizado, en el cual se transitó desde la crítica al cartesianismo en el currículo de Ciencias Biológicas hacia experiencias sensibles de reconexión con el mundo natural, evidenciando desplazamientos epistemológicos y ontológicos que sustentan la emergencia de una EAP. El punto de partida de la investigación fue el análisis crítico del Proyecto Pedagógico del Curso (PPC) de Ciencias Biológicas de la UFMS, que, aunque cumple con las exigencias legales y normativas, mantiene fuertes marcas del paradigma cartesiano, como la fragmentación curricular, la separación entre teoría y práctica, la centralidad en un currículo conteudista y la casi inexistencia de perspectivas interculturales y socioambientales. Ante este escenario, se desarrolló una asignatura experimental de Ecología Profunda, en la cual se realizaron prácticas disruptivas como baños de bosque, senderos sensoriales, círculos de escucha y silencio, elaboración de mapas ecosóficos y la construcción de una cápsula del tiempo, concebidas como dispositivos pedagógicos. Tales experiencias se revelaron como un eje formativo que instauró desplazamientos éticos, perceptivos y ontológicos en los estudiantes. De naturaleza cualitativa y con un diseño de estudio de caso con intervención, la investigación se basó en análisis documental, observaciones participantes y registros narrativos. Los resultados demuestran que la experiencia vivida produce teoría: el cuerpo se convierte en método y archivo; el afecto, en fundamento epistemológico; la espiritualidad cotidiana, en pertenencia y cuidado. La Educación Ambiental Profunda delineada nace del gesto insurgente que denomino “encantarse con el encanto”, mediante el cual se buscó comprender que el proceso es más fértil que el resultado, que la educación es un acto estético, ético y político de reconexión con la vida, y que formar docentes es también formar sujetos de resistencia y reexistencia. Sostengo, por tanto, que la EAP debe ser comprendida como una episteme latina emergente, capaz de articular ciencia, arte, espiritualidad, ancestralidad y territorio en la construcción de futuros comunes y sostenibles.
Tipo: Tese2025-01-01T00:00:00ZEducação Ambiental no Ensino Fundamental I: análise de uma rede municipal de ensinohttps://repositorio.ufms.br/handle/123456789/142532026-02-06T16:51:36Z2025-01-01T00:00:00ZTítulo: Educação Ambiental no Ensino Fundamental I: análise de uma rede municipal de ensino
Abstract: The objective of this research is to investigate the activities developed by Elementary School
Science teachers (early grades) in Campo Grande's municipal schools regarding
Environmental Education, also identifying the difficulties and ongoing training offered to
these teachers. The chosen research type is exploratory bibliographic. The research procedure
used questionnaires administered to teachers and pedagogical coordinators belonging to the
municipal education system of Campo Grande, who teach science in the early grades of
Elementary School, distributed throughout the city's seven regions. In the municipality of
Campo Grande, there are 98 municipal schools responsible for Elementary Education. The
questionnaires were administered to teachers and coordinators via messaging application
(WhatsApp), using the Google Forms platform. Documents from the Municipal Department
of Education regarding teacher training over the past five years were also analyzed, in
addition to interviews with technicians from the Municipal Department of Education (Semed),
responsible for training teachers who teach science in the early grades of Elementary School.
In total, a sample of 225 participants was estimated in the research, including teachers in
active service, pedagogical coordinators and technicians.
Tipo: Tese2025-01-01T00:00:00Z