Título:	Mudanças climáticas e educação ambiental : uma pesquisa ação participativa com crianças e jovens de educação do campo
Autor(es):	Souza, Pedro José Lusz de
E-mail do autor:	mailto:luszdobrasil@gmail.com
Orientador(es):	Rodrigues Filho, Saulo
Assunto:	Mudanças climáticas Educação do campo Educação ambiental Percepção estudantil
Data de publicação:	31-Mai-2021
Data de defesa:	30-Set-2020
Referência:	SOUZA, Pedro José Lusz de. Mudanças climáticas e educação ambiental: uma pesquisa ação participativa com crianças e jovens de educação do campo. 2020. 129 f., il. Dissertação (Mestrado em Desenvolvimento Sustentável) — Universidade de Brasília, Brasília, 2020.
Abstract:	Climate change is impacting the ecosystems of Planet Earth with devastating effects. It is a socioenvironmental emergency that requires responsible and agile actions so as to raise people's awareness of their practices with the other ecosystems. The present study articulated dialogues and ecosystemic reflections between environmental education and rural education in the context of climate change. Its objective was to understand the children and youth of rural education schools’ perceptions about climate change and reflect on their contributions to the collective production of knowledge and also, their adaptive capacity to the challenges imposed by these changes. A participatory action research was carried out in two public rural education schools in the Federal District, labeled Field 1 and Field 2 respectively. Field 1, had the participation of one hundred and ten children between the ages of six and eleven and being pupils in their first to fourth year in Elementary School I in the study. Participant observation and conversation circles were used in seven encounters, comprising of activities in the classroom and around the school, with the view of promoting environmental awareness. The topics covered were: information and approximation; problematization; reflection; sensibilization; environmental perception; and designing sustainable utopia. Films, music, drawings, mockup, children's books and illustrations were used in awarenessraising activities. The data from the field diary and the children's drawings were analyzed through thematic analysis. The participants' reflections were grouped into themes and two figures were created. The themes of the first figure, drawn in the first meeting of the intervention were revisited, debated and discussed in the second figure, which was concluded at the last meeting, with responses to the climatic and socioenvironmental urgencies of children and young people. In Field 2, forty adolescents, aged between thirteen and seventeen in their eighth and ninth years of Elementary School II and first year of High School participated. As in Field 1, participant observation was carried out, with collective production of knowledge activities and also, an approach to the same themes as Field 1 with adjustments made due to the cognitive capital of adolescents. There were seven encounters carried out with participant observation in classrooms and in the surroundings under the shade of trees on the school grounds and the neighboring eucalyptus forest. Films, photos, music, documentaries, journalistic articles and books were used as sensibilization and problematization activities. Data derived from the field diary and information mapping by adolescents which was reported in a WhatsApp group, were subjected to thematic analysis. The children and the youths mapped the socioenvironmental vulnerabilities surrounding the schools, and took advantage of the perceived socioenvironmental gaps evidenced in the vulnerabilities of their communities and proposed collective actions to produce adaptive capacity to such impacts. Through a process of problematization and sensibilization, an interdisciplinary educational project was produced to be implemented in both schools, with resources from environmental education in response to the urgencies of climate change perceived in the context in which the study was inserted. We conclude that, in the context of climate change, children and young students from the rural education schools have a lot to say to us. Their perceptions showed apprehension and criticality about these threats. Environmental education was presented as a resource for problematization and awareness and rural education as a privileged arena for these reflections. New studies should prioritize longitudinal designs, with greater involvement of the teaching staff, the school and links with public education managers and environmental agencies.
Unidade Acadêmica:	Centro de Desenvolvimento Sustentável (CDS)
Informações adicionais:	Dissertação (mestrado) — Programa de Pós-Graduação em Desenvolvimento Sustentável, Centro de Desenvolvimento Sustentável, Universidade de Brasília, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Desenvolvimento Sustentável
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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