Teses e dissertações não defendidas no IFAL

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Navegando Teses e dissertações não defendidas no IFAL por Autor "Bassi, Letícia Anderson"

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    A educação ambiental nos cursos técnicos integrados ao ensino médio
    (2024) Bomfim, Deisy Anny; Santos, Aldenir Feitosa dos; Bassi, Letícia Anderson; Vilela, Lívia Maria Batista; Silva, José Atalvanio da
    Environmental Education (EE) is essential in today's context, standing out in the face of global challenges such as excessive consumption, deforestation and pollution. Events such as the Stockholm Conference (1972) and COP 27 (2022) highlight advances in sustainable development. In Brazil, the National Environmental Education Policy (PNEA) faces difficulties, such as the lack of teacher training and the prioritization of other school content. Although EE plays a central role in integrating society and nature, its application in schools is often punctual and limited, facing obstacles such as the use of traditional methods and the absence of integrated projects. The aim of this end-of-course work was to carry out a situational diagnosis of environmental education in the Integrated Technical Courses at the Instituto Federal de Alagoas (Ifal) and to encourage its implementation at the institution. The research was exploratory, classified as bibliographical and documentary, and applied to the 15 Ifal campuses that offer Integrated Technical Courses. Data collection included analysis of official documents, recent bibliography and the Integrated Academic Activities Management System (SIGAA) to identify projects related to EE. In education, an analysis of the Pedagogical Course Projects (PCP) was carried out, which made it possible to identify that the environmental theme is approached unevenly when comparing intercourses and intra-courses on different campuses. The analysis of the PCP indicates that environmental education is present, but needs more consistency and depth. Terms such as “Environmental Education” and “Sustainability” are more common in agricultural and environmental courses, while technological areas show little integration. A questionnaire was validated using the Delphi Technique and then applied to teachers. The validation process resulted in a questionnaire used to assess the effective implementation of EE at Ifal and the position of teachers in relation to the sustainability practices adopted in their daily lives. The application of the Delphi method improved the questionnaire, especially in terms of the relevance and clarity of the questions. The main adjustments to the questionnaire focused on replacing terms, making the analysis tool more objective. The Delphi method made it possible to produce a research tool capable of identifying the reality of environmental education practice at Ifal and to draw up a profile of the teaching staff in relation to the implementation of educational activities aimed at environmental education. As for extension, the results show that Ifal promotes environmental education through actions concentrated on a few campuses and specific categories. However, there has been a drop in these actions over the last three years, possibly due to the pandemic. In addition, a training course in environmental education was designed for Ifal teachers, with the aim of improving their approach to environmental issues. In this sense, it is crucial to disseminate information and promote responsible attitudes that help develop students as conscious citizens. Therefore, learning tools should provide greater freedom and autonomy, allowing students to develop skills and understand the reality in which they are inserted. Technical reports with the conclusions of the research were produced and made available to the institution, with the aim of collaborating with future EE initiatives in teaching, research and extension.