Mobilização do conhecimento socioambiental de professores por meio do desenvolvimento de ações para conservação de nascentes urbanas

Abstract

The research had the objective of developing a set of actions articulated with teachers who deal with local socio-environmental issues, focusing on the conservation and preservation of springs, which contribute with the process of individual/collective awareness and the constitution of identities and responsibilities in School and in the scholar community. We conducted a formation work shared with four teachers of a state school in the municipality of Lavras, Minas Gerais, Brazil. The data collection instruments were: audio recordings of all the meetings, field journal of the researcher, open questionnaire and registries written by the teachers. The analysis of the data derived from the meetings was based on the methodology denominated Content Analysis. It is important to highlight that each meeting was thought over because of the responses, involvement and reflections of the teachers and researcher. The processes and knowledge constructed by the group involved in the research were organized based on the intention of analyzing the emerging categories of the Content Analysis process. By means of reading and re-reading the transcriptions of the meetings, questionnaires and field journals, we verified that the changing process of the teachers over the meetings, due to the larger involvement with the research and with recognizing the springs as a local socio-environmental issue, allowed the emergence of a feeling of belonging to the interdisciplinary proposal developed by them. These observations subsidized the obtaining of registry units, the construction of a relation of belonging to the socio-environmental issue risen (the urban springs) and the contradiction between theory and practice in the elaboration of an interdisciplinary activity generated over the meetings. Such units were taken as analysis categories of this investigation. We observed higher interaction by part of the teachers with the theme of the research when they made the theme relevant and related it to the local socio-environmental issue. The data showed how a teacher formation process, in which they are a part of the construction of Environmental Education practices, is important since, in addition to making the theme relevant, it is possible to verify an interest in order for the elaborated activity to happen.