Ensino de Geografia e Alterações Ambientais Globais na Educação Profissional e Tecnológica

ResumoAs Alteracoes Ambientais Globais tem se colocado como pauta de inumeras politicas e condicionantes culturais, economicas e sociais em diferentes paises no Mundo, sendo refletidas nas perspectivas educacionais. Dessa forma, procura-se, com este trabalho, apontar um cenario de concepcao e de pratica sobre as alteracoes ambientais globais no escopo do ensino de Geografia na educacao profissional e tecnologica. Nesse sentido, o objetivo da pesquisa se assentou em desvelar os seguintes aspectos: 1) mecanismos metodologicos para as aulas desenvolvidas; 2) eixos analiticos sobre as Alteracoes Ambientais Globais; 3) instrumentos utilizados; 4) referenciais teoricos; 6) papel do livro didatico; 7) enfoques formativos dos docentes. Para isto, foi aplicado um questionario a docentes de uma instituicao da rede federal de educacao profissional e tecnologica no Brasil, denominada Instituto Federal de Educacao, Ciencia e Tecnologia. O questionario foi empregado para 11 docentes, apresentando interrogacoes sobre os itens acima enumerados. Obteve-se como resultado que ha o predominio de aulas expositivas e seminarios, as analises sobre o tema ocorrem, majoritariamente, pelas mudancas climaticas e desmatamento, as aulas se baseiam em maior parte nos documentarios e graficos, ha a prevalencia de referenciais teoricos brasileiros, ocorre a constatacao ampla de que os livros didaticos sao deficitarios e mais de 35% dos professores consideram que suas formacoes nao possuem enfoque para o trabalho com as Alteracoes Ambientais Globais. Palavras-chave: Pratica Docente. Meio Ambiente. Didatica. AbstractGlobal Environmental Changes have been placed on the agenda of numerous policies, cultural, economic and social conditions in different countries in the world, being reflected in educational perspectives. Thus, this work seeks to point out a scenario of conception and practice on global environmental changes in the scope of teaching Geography in professional and technological education. In this sense, the objective of the research was based on unveiling the following aspects: 1) methodological mechanisms for the developed classes; 2) analytical axes on Global Environmental Changes; 3) instruments used; 4) theoretical references; 6) the textbook role; 7) teachers training approaches. For this, a questionnaire was applied to teachers of an institution of the federal network of professional and technological education in Brazil, called Federal Institute of Education, Science and Technology. The questionnaire was answered by 11 teachers, asking questions about the items listed above. It was obtained as a result that there is a predominance of expository classes and seminars, the analyzes on the subject are mainly due to climate change and deforestation, the classes are mostly based on documentaries and graphics, there is a prevalence of Brazilian theoretical references, it occurs the widespread finding that textbooks are deficient and more than 35% of teachers consider that their training does not have a focus on working with Global Environmental Changes. Keywords: Teacher Practice. Environment. Didactic.