Educação Ambiental: uma prática interdisciplinar
DOI:
https://doi.org/10.5380/dma.v3i0.3033Keywords:
prática interdisciplinar, metodologia da problematização, ensino e pesquisa, educação ambiental, construção de conhecimento, interdisciplinary practice, problematics methodology, teaching and research, environmental education and knowledge constructionAbstract
Este texto traz primeiramente, algumas premissas teóricas e fundamentos que possibilitem construir uma prática interdisciplinar em Educação Ambiental, a partir de ações integradas entre a pesquisa e o ensino. Em um segundo momento, apresenta a prática interdisciplinar implementada no Curso de Doutorado em Meio Ambiente e Desenvolvimento, da Universidade Federal do Paraná (UFPR), Brasil, na disciplina Educação Ambiental; trata-se de uma proposta de atividade para a construção e reconstrução do conhecimento, a qual desencadeia uma interação de disciplinas das áreas de Ciências Sociais e Naturais, em uma prática de ensino e pesquisa coletiva. As idéias e a prática desenvolvidas têm como base experiências com a metodologia da Problematização, realizadas por Maguerez (BORDENAVE; PEREIRA, 1982); Berbel (1994) e Knechtel (1998). A fundamentação se apoia em Leff (1995); Piaget (1970); Vygotski (1988); Floriani (1998-99); Medina (1997); Fazenda (1995-97); Vásquez (1977); Fourez (1995), entre outros.
Environmental education: limits and possibilities to an interdisciplinary pratice
Abstract
This text aims first at presenting some theoretical premises and fundaments that allow for the construction of an interdisciplinary practice in Environmental Education by means of integrated actions between teaching and research. Secondly, the interdisciplinary practice implemented in the Doctorate in Environment and Development from the Federal University of Paraná, Brazil, is presented in the Course of Environment Education. The proposed activity concerns the construction and reconstruction of knowledge and brings up an interaction between de Courses in the fields of Social and Natural Sciences, allowing for a joint practice of teaching and research. The ideas and practices developed are based on experiences with problematics methodology conducted by Maguerez (BORDENAVE; PEREIRA, 1982); Berbel (1994) and Knechtel (1998). The fundamental is supported by Leff (1995); Piaget (1970); Vygotski (1988); Floriani (1998-99); Medina (1997); Fazenda (1995-97); Vásquez (1977); Fourez (1995), among others.
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