A PRÁTICA EDUCATIVA AMBIENTAL DE PROFESSORES PEDAGOGOS COM SEUS ALUNOS A PARTIR DO CONTO “A MAIOR FLOR DO MUNDO” DE JOSÉ SARAMAGO
Bibliographic record
Abstract
Este trabalho teve por objetivo apresentar e analisar as práticas educativas ambientais que professores pedagogos das duas escolas participantes da pesquisa realizaram com seus alunos a partir do conto infantil “A maior flor do mundo” de José Saramago e os sentidos que os professores encontraram no livro. O estudo utilizou os pressupostos da pesquisa qualitativa em educação, em que os pesquisadores estudam a realidade no seu contexto, tal e como acontece. A modalidade que inspirou o seu desenvolvimento foi a pesquisa-ação para o trabalho com professores pedagogos que lecionam anos iniciais do Ensino Fundamental de duas escolas públicas estaduais do Estado de São Paulo. Tendo como referência o recorte estabelecido pelo objetivo deste artigo, são apresentadas e analisadas as atividades que os professores desenvolveram com seus alunos. A perspectiva que foi levada aos professores no processo de pesquisa foi da educação ambiental crítica, que traz as origens e causas reais e concretas das questões socioambientais. Contudo, os professores apresentaram uma concepção romantizada e naturalizante da relação natureza e sociedade. Com isso, considera-se necessário compreender a relação entre ser humano, sociedade e natureza pela abordagem crítica, problematizadora e histórica. PALAVRAS-CHAVE: Educação ambiental. Pedagogia. Formação de professores. THE ENVIRONMENTAL EDUCATION PRACTICE OF PEDAGOGUE TEACHERS WITH THEIR STUDENTS WITH THE HISTORY “THE BIGGEST FLOWER IN THE WORLD” BY JOSÉ SARAMAGO ABSTRACT This work aims at presenting and analyzing the environmental educational practices that pedagogue teachers of research participating schools conducted with students from the children's tale "The largest flower in the world" by José Saramago and the significations that teachers found in the book. The study used the assumptions of qualitative research in education, that researchers study the reality in context, as it happens. The modality that inspired its development was action-research to the work with teachers who teach to early years of elementary education in two public schools in the State of São Paulo. With reference to the profile set by purpose of this article, the activities that teachers have developed with their students are presented and analyzed. The aspect that was taken to teachers in the research process was the critical environmental education, which brings up the origins and real causes of social and environmental issues. However, teachers showed a romanticized and naturalizing conception about the relationship between nature and society. Thus, it is necessary to understand the relationship between human, society and nature by critics and historical approach. KEY-WORDS: Environmental education. Pedagogy. Teacher’s training. LA PRÁCTICA AMBIENTAL DE PROFESORES PEDAGOGOS CON SUS ALUMNOS DESDE EL CUENTO "LA FLOR MÁS GRANDE DEL MUNDO" DE JOSÉ SARAMAGO RESUMEN Este trabajo tiene como objetivo presentar y analizar las prácticas de educación ambiental que los profesores pedagogos de ambas escuelas participantes en el estudio realizado con estudiantes de cuento infantil "La flor más grande del mundo", de José Saramago y los sentidos que los profesores encuentran en el libro. El estudio utilizó los supuestos de la investigación cualitativa en la educación, donde los investigadores estudian la realidad en su contexto, como sucede. La modalidad que inspiró su desarrollo fue la investigación-acción para trabajar con los maestros educadores que enseñan primeros años de la educación primaria en dos escuelas públicas en el Estado de São Paulo. Con la referencia el corte establecido por el propósito de este artículo, se presentan y analizan las actividades que los profesores han desarrollado con sus alumnos. La perspectiva que fue llevado a los profesores en el proceso de investigación fue la educación ambiental crítica que lleva a los orígenes y las reales causas de los problemas socioambientales. Sin embargo, los profesores presentan una concepción romántica y naturalista de la relación entre la naturaleza y la sociedad. Por lo tanto, se considera necesario entender la relación entre ser humano, la sociedad y la naturaleza por el enfoque crítico, problematizador y histórico. PALABRAS-CLAVE: Educación ambiental. Pedagogía. Formación de profesores.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".