Banca de DEFESA: Valdivan Ferreira de Lima

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Valdivan Ferreira de Lima
DATE: 27/06/2024
TIME: 14:30
LOCAL: online
TITLE:

EDUCATIONAL AUTOECOBIOGRAPHIC MEMORY: a research-teacher training proposal for the redefinition of Environmental Education

KEY WORDS:

Educational Autoecobiographical Memory; Teacher; Environmental education; Connection with Nature; Ecological Values

PAGES: 217
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Training has been identified as an important aspect to alleviate the lack of teacher engagement in Environmental Education activities in public schools and the consequent incidence of superficial and discontinuous approaches to the environmental theme. In this sense, the present research aimed to build a research-training device, named “Educational Autoecobiographical Memory”, with a view to evaluating its potential to encourage the human/nature relationship and favor the feeling of teacher belonging to the field of activity of Environmental Education in the school context. The target audience was made up of Basic Education teachers, in class leadership in Early Childhood Education and in the early years of Elementary Education, working in public schools linked to the State Department of Education of the Federal District. The study, using a sequential mixed method, was structured in three phases: in the first, with a quantitative approach, a survey was applied to 296 teachers from 17 schools, with an average age of 42.1 years, 91.9% of whom were female. Through an online questionnaire composed of sociodemographic questions and two instruments – the Inclusion of Nature in the Self (INS) scale by Schultz (2002) and the Refined Values Questionnaire (PVQ-R) by Schwartz et al. (2012), the aim was to verify the participants' perception of connectivity with nature and the level of presence of self-transcendence values. In the second phase, with a qualitative approach, a training process was carried out with a group of 12 male teachers and 3 female teachers from one of the collaborating schools, with an average age of 40.9 years. The researchtraining process was conducted with the application of the constructed device, in which spaces/times for sensitive listening and dialogical reflection regarding ecological values, connection with nature and Environmental Education were provided, based on the writing and socialization of narratives of the subjects' educational and environmental memories (environmental autobiographies). The third phase was dedicated to the application of the instruments referenced in the first phase of the research to the second participants, after the training process, with the aim of verifying possible changes in scores that could signal changes in the perception of inclusion in nature and the activation of self-transcendence values. For the quantitative data, multivariate descriptive and inferential analyzes were used, while the qualitative data were verified with the comprehensive-interpretive analysis of the narratives, highlighting the importance of each method and the possible dialogue between them. The research was based on complex and transdisciplinary thinking by proposing a theoretical-methodological dialogue between Environmental Education, Human Ecology and Environmental Psychology, mediated by the (auto)biographical approach. The autoecobiographical workshops may have influenced the perception of connection with the nature of the group of teachers who participated in the training in the second phase, as there was an increase in the averages obtained in phase 3 in relation to the averages in the initial study, going from (M= 4.58, SD=1.82) to (M= 5.13, SD=1.55). Similarly, it is possible to verify differences in self-transcendence values between the two studies, going from the mean (M= 4.93, SD=0.52) to the mean (M= 5.13, SD= 0.40). Personal trajectories presented marks and gaps that reverberate in academic training and professional performance, specifically limiting, to different degrees, the construction of a theoretical and practical framework in relation to environmental issues. During the training there is recognition of this condition and a predisposition for changes, possibly through the work of deconstructing the concept of Environmental Education and, more forcefully, through the identification of subjects with the ecological agenda based on the affective interactions with nature awakened. by their own memories. Regarding signaling favorable conditions for the activation of ecological values, the mediation of narratives (oral and written) in this process is highlighted. Group reflection provided affective, cognitive and sociocultural experiences, through which a process of self-eco-formation was allowed, by sequentially and intertwined addressing the elementary and inseparable components of life: the self, nature and others. Therefore, possible contributions to public teacher training policies that seek to encourage connection with nature and the activation of ecological values through the mediation of the (auto)biographical method are envisioned

COMMITTEE MEMBERS:
Presidente - 2164507 - CLAUDIA MARCIA LYRA PATO
Externo à Instituição - ELIZEU CLEMENTINO DE SOUZA - UNEB
Interna - ***.860.028-** - INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA - UnB
Interno - ***.304.325-** - VERA MARGARIDA LESSA CATALAO - UnB
Externa à Instituição - VIVIANY SILVA PESSOA - UFPB