Author(s): Marques, Rodrigo ; Márcia Mazzarino, Jane
Date: 2021
Origin: Oasisbr
Subject(s): Formação de Professores; Educação Ambiental; Portal de Periódicos da Capes; Produção Acadêmica; Análise Integrativa; Teacher Education, Environmental Education, Systematic Analysis.; Formación Docente, Educación Ambiental, Análisis Integrativo
The article discusses the context of teacher education in environmental education, its challenges and its powers. The objective is to map, analyze and discuss the academic production published between 1992 and 2017, related to teacher education in environmental education. The methodology is characterized as quanti-qualitative, bibliographic and documentary. Publications in English language were analyzed in the Capes Journal Portal. The results demonstrated difficulties and potencies. The difficulties were: superficial approaches; disciplinary vision; lack of dialogue and motivation; rigidity of thought; teachers' lack of contact with nature. The powers found were: exploration of new methodologies; use of social and media technologies; expansion of activity spaces; diversification of approaches; self-training; cooperation; activities that explore affectivity, creativity and art.
O artigo problematiza o panorama da formação de professores em educação ambiental, seus desafios e suas potências. Tem-se por objetivo mapear, analisar e discutir a produção acadêmica publicada entre 1992 e 2017, referente à formação de professores em educação ambiental em língua inglesa a partir da Análise Integrativa. A metodologia caracteriza-se como quanti-qualitativa, bibliográfica e documental. Analisaram-se publicações em língua inglesa no Portal de Periódicos da Capes. Os resultados da análise integrativa apontam dificuldades e potências. Como dificuldades identificaram-se abordagens superficiais, visão disciplinar, falta de diálogo e de motivação, rigidez de pensamento e falta de contato dos professores com a natureza. As potências encontradas foram exploração de novas metodologias, uso de tecnologias sociais e de mídia, ampliação de espaços de atividade, diversificação de abordagens, autoformação, cooperação, atividades que exploram a afetividade, a criatividade e a arte. The article discusses the panorama of teacher training in environmental education, its challenges and potential. The aim is to map, analyze and discuss the academic production published between 1992 and 2017, regarding the training of teachers in environmental education in English from the Integrative Analysis. The methodology is characterized as quantitative-qualitative, bibliographical and documentary. Publications in English on the Capes Journal Portal were analyzed. The results showed difficulties and potencies. The difficulties were superficial approaches, disciplinary vision, lack of dialogue and motivation, rigidity of thought and teachers’ lack of contact with nature. The potencies found were exploration of new methodologies, use of social and media Technologies, expansion of activity spaces, diversification of approaches, self-training, cooperation, activities that explore affection, creativity and art.
