A pedagogia de projetos de investigação no estudo de problemas socioambientais: uma situação de aprendizagem na formação de professores de ciências

Abstract

This research approaches the study local environment problems in classroom involve the pupils in activities of research and projects of knowledge. As to develop a proposal of work in classroom anchored in the pedagogy of projects, being explored the thematic one of the local environment and social problems, and that establishes relations with teachings in sciences while intellectual and reflexive activity? This study with the following intentions was considered: to elaborate a situation of problems and contextualized learning for the insertion of the thematic environment and social in the formation of teachers’ of sciences; to verify as the inquiry process contributes for the constitution of the teaching identity; to propitiate pupils the references theoretician-methodological for the insertion of the thematic local environment and social, in the basic education, with a contextualized didactic action in classroom, that is, the construction of praxis pedagogical from necessities, problems and conflicts lived deeply in the concrete reality; To identify in the learning production the relations and connections with the contextualized and the problems; to validate the strategy methodological proposal; systemize and to available the used technological tools in the accomplishment of this proposal of education in DVDs (Digital Record of Versatile). This inquiry if defines as an action project, the concretion, register and the collection of data had used the beddings of the methodology of the research-action and the resource of the filming. 30 pupils learning of the Course Biological Sciences are citizens of the study, of these 25 are teachers, in basic education and average, in urban and rural schools, they teach discipline sciences and biology. Therefore, it is inferred of the present study that the boarding strict present academic in the learning of teachers centered exclusively in the transmission and reproduction to know of the universal culture, is presented insufficient to answer to the challenges restored for the relations science, technology and society that if present in the problematic environment and social problems and the proper teaching formation. It is distinguished, therefore, the importance and the attention to the social and cultural values, the identity and to the context in which these if reveal for the accomplishment of the Environment Education. But, it has there, a relation of interdependence, epistemological constructions and social references that invade the room. In turn, the constructions of knowledge accomplished in the classroom conquer other social spaces. This is in interface that if presents to the possibility of social transformation, of incorporation and experience of ethics of the environment and social problems support, that if constructs in the dynamics of the daily one.