Educação ambiental, formação de professores e TIC : (re)interpretações desde uma experiência formativa

Abstract

This study aimed to examine interpretations and meanings regarding environmental social issues that may emerge in a context of continuing Environmental Education for elementary school teachers in the use of FlexQuest strategy. This technological tool was chosen to be guided by the principles of Cognitive Flexibility Theory (CFT) and propose mechanisms aimed at education in multidimensional and complex issues. In this investigation a course of continuing formation for 60 classroom hours was performed with 07 elementary school teachers of Municipal Network Petrolina (PE). We chose a qualitative approach and used as data collection tools: diagnostic questionnaire, participant observation, semi-structured interviews and memorial produced by the participating teachers. The training course was developed in three stages: the first step theoretical discussions were held, with a workload of 24 classroom hours. In the second step was carried out in several navigation FlexQuest, with a workload of 08 classroom hours. The third step is for the collective construction of social and environmental flexquest content with a workload of 28 classroom hours. For the phenomenological analysis were conducted descriptions and interpretations of the diagnosis, the process of formation, interviews and memorial, being led by the ideographic and nomothetic analysis of the training phenomenon experienced. The results indicate that theachers understand the environment in an integrative and holistic environmental perspective; identified as environmental problems, waste, pollution and deforestation as a consequence of human actions and lack of environmentally oriented values; associate security and sustainability of future generations and pray for the implementation of the ideals of the common good and solidarity consumption; believe that EA are specific policies and inefficient, which do not meet the needs of the population. With regard to technology, it considered the human resources that facilitate the human activities and in relation to the strategy FlexQuest claim that this tool helps with the understanding of environmental issues, because the issues are addressed from multiple perspectives. Indicates how innovative the possibility of the teacher acts as the author of an educational tool, although teachers generally present a gap in technological training and environmental education process. From the perspective of the participants, the training experience opened possibilities for the attribution of a comprehensive environmental education and the use of ICT in teacher education.