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A Educação Ambiental no JI e 1.º CEB e a promoção dos Objetivos de Desenvolvimento Sustentável
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Este relatório da Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Santarém, organizase
em duas partes: a primeira apresenta a análise e reflexão das aprendizagens adquiridas
nas práticas pedagógicas desenvolvidas em Creche, Jardim de Infância e 1.º CEB; a segunda
contempla a componente investigativa. Os objetivos do estudo foram: identificar as perceções
dos profissionais de educação relativamente à Educação Ambiental e à promoção dos
Objetivos de Desenvolvimento Sustentável na sua prática, compreender como se processa a
Educação Ambiental /Educação para o Desenvolvimento Sustentável na escola na promoção
dos ODS e se contribuem para os atingir. O estudo qualitativo envolveu educadores e
professores de 1.º CEB (estudo exploratório) e as crianças de uma sala do Pré-Escolar e de
uma turma de 4.º ano (estudo sobre a própria prática profisisonal). As narrativas permitiram
identificar o trabalho realizado e as perceções quanto à prática e à promoção dos ODS. Nos
estudo sobre a prática profisional, verificou-se que as atividades realizadas com as crianças
contribuiram para promover objetivos relacionados com a aprendizagem cognitiva,
socioemocional e comportamental de diversos ODS.
This report on the Supervised Teaching Practice of the Master's in Preschool Education and Primary Education at the School of Education of Santarém is organized into two parts: the first presents an analysis and reflection on the learning acquired during the pedagogical practices developed in Nursery, Kindergarten, and Primary School; the second includes the research component. The study's objectives were to: identify the perceptions of education professionals regarding Environmental Education and the promotion of the Sustainable Development Goals in their practice, understand how Environmental Education/Education for Sustainable Development is processed in schools in promoting the SDGs, and whether they contribute to achieving them. The qualitative study involved educators and primary school teachers (exploratory study) and children from a Preschool class and a 4th-year class (case studies). The narratives allowed the identification of the work carried out and perceptions regarding practice and the promotion of the SDGs. In the case study, it was found that the activities carried out with the children contributed to promoting objectives related to cognitive, socioemotional, and behavioral learning of various SDGs.
This report on the Supervised Teaching Practice of the Master's in Preschool Education and Primary Education at the School of Education of Santarém is organized into two parts: the first presents an analysis and reflection on the learning acquired during the pedagogical practices developed in Nursery, Kindergarten, and Primary School; the second includes the research component. The study's objectives were to: identify the perceptions of education professionals regarding Environmental Education and the promotion of the Sustainable Development Goals in their practice, understand how Environmental Education/Education for Sustainable Development is processed in schools in promoting the SDGs, and whether they contribute to achieving them. The qualitative study involved educators and primary school teachers (exploratory study) and children from a Preschool class and a 4th-year class (case studies). The narratives allowed the identification of the work carried out and perceptions regarding practice and the promotion of the SDGs. In the case study, it was found that the activities carried out with the children contributed to promoting objectives related to cognitive, socioemotional, and behavioral learning of various SDGs.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
educação ambiental objetivos de desenvolvimento sustentável problemas ambientais práticas pedagógicas primeiras idades environmental education sustainable development goals environmental issues pedagogical practices early years