Nombre: OLGA RODRIGUES VICENTE FERNANDES
Fecha de publicación: 06/12/2022
Supervisor:
Nombre |
Rol |
|---|---|
| SOLER GONZALEZ | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| LARISSA FERREIRA RODRIGUES GOMES | Internal Examiner * |
| SHAULA MAIRA VICENTINI DE SAMPAIO | External Examiner * |
| SOLER GONZALEZ | Advisor * |
Resumen: This dissertation has as its theme pedagogical practices and environmental education projects in the municipality of Guarapari-ES. It is intended to analyze how the images related to the city of Guarapari cross these practices, projects and school routines. This research project is justified by the fact that narratives such as health city, Guarapari and its beauties, related to Guarapari, contain, in themselves, several imagery meanings that vary according to the areas WHERE they are used, that is, in journalism, scientific production, advertising and school routines. The images produced by these narratives, in each of these spheres, do not always encompass the entire local reality and end up leading to pedagogical practices, which hegemonize and build representative images, disregarding themes such as the lack of selective waste collection, basic sanitation issues , among other important topics for environmental education. Therefore, it is important and necessary to map these images, produced by the aforementioned narrative in the different spheres in which they occur, so that, in basic education, some approaches are possible that allow seeing the present and absent themes in them. In order to reach the objectives proposed in this research and look for possible solutions to the problems raised, we mapped, according to KASTRUP (2009) the institutionalized environmental education in the municipality, projects and pedagogical practices connected with the theme, having as theoretical-methodological contributions the researches with the school routine ( ALVES, 2019) the fictional narratives (REIGOTA, 1999) that allowed us, through 'imagenarrativas' (ALVES; FERRAÇO, 2015), to analyze the presence and absence of important environmental themes for an emancipatory educational process (FREIRE, 1996). Finally, the images of the city were captured in environments WHERE the students lived, including institutions, public spaces and social areas, for an analysis using the concept of spacetime (ALVES, 2010). Regarding the educational product, we produced a suggestion of workshops that we call 'Fotoconversas' and other ecologies of Guarapari, whose objective is to problematize the political and pedagogical potential of images for environmental education.
