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Publication
A educação ambiental formal e não formal nas escolas portuguesas : duas propostas de intervenção no Ensino Básico
Abstract(s)
A presente investigação compreendeu dois estudos e pretendeu desenvolver actividades
de Educação Ambiental no Ensino Básico, uma vez que se trata de uma temática
importante no desenvolvimento dos alunos enquanto cidadãos activos e responsáveis
pelo Planeta e pelo seu Desenvolvimento Sustentável. Contudo, a concretização deste
objectivo depende directamente de estratégias que promovam uma correcta
transferência de conteúdos para o quotidiano dos alunos.
No estudo 1 pretendeu-se comparar a aquisição de conhecimentos científicos, entre dois
grupos de alunos (experimental e controlo), do 8º ano de escolaridade sujeitos a
estratégias de ensino diferentes para os conteúdos programáticos, Perturbação no
equilíbrio dos ecossistemas e Gestão sustentável dos recursos (Educação Ambiental
Formal). O estudo decorreu ao longo de três anos lectivos (2003/04, 2004/05 e
2005/06), em três escolas com contextos e ambientes diferenciados. Os grupos
experimentais, três turmas (23, 19 e 22 alunos), desenvolveram trabalho de projecto,
enquanto que a estratégia utilizada com os grupos de controlo, três turmas (22, 18 e 22
alunos), foi totalmente desenvolvida numa sala de aula sem recurso a actividades
práticas. Para comparar a influência das duas actividades na aquisição de conhecimentos
científicos, foi elaborado um questionário, cuja aplicação foi efectuada antes, após a
leccionação dos conteúdos e algum tempo após o terminus da mesma, a todos os
grupos. Os grupos foram comparadas através dos testes não-paramétricos de Friedman e
de Mann-Whitney. Verificaram-se alterações nos conhecimentos científicos em todos os
grupos, no entanto na maioria deles não se revelaram mudanças estáveis e
efectivamente duradoiras. Assim é possível concluir que: (1) os alunos têm dificuldade
em fazer a translação de conceitos científicos das áreas disciplinares para o seu
quotidiano; (2) as respostas dos alunos são independentes de factores externos como
sexo, idade, habilitações académicas dos pais e localização geográfica.
No estudo 2 pretendeu-se descrever uma investigação efectuada numa escola onde se
desenvolveu um projecto de Educação Ambiental (Educação Ambiental Não Formal). O
estudo pretendeu avaliar a pertinência da realização de Projectos de Educação
Ambiental, com recurso a clubes de ambiente e a acções trans e interdiciplinares. Com
este intuito compararam-se duas escolas de uma mesma região, com dimensão e
características socioeconómicas semelhantes, na Escola B desenvolveu-se o Projecto de
vi
Educação Ambiental (grupo experimental, 302 alunos) na Escola A não ocorreu
qualquer acção de Educação Ambiental (grupo de controlo, 314 alunos). Para comparar
a influência do desenvolvimento do Projecto de Educação Ambiental, na aquisição de
conhecimentos e na atitude dos alunos relativamente a questões ambientais, foi
elaborado um questionário, cuja aplicação foi efectuada, no início do ano lectivo (préteste)
e no final do ano lectivo (pós-teste), a ambos os grupos. Os grupos foram
comparadas através dos testes não-paramétricos de Wilcoxon e de Mann-Whitney,
sendo possível rejeitar a hipótese nula e considerar que existem diferenças
estatisticamente significativas entre a realização de um projecto de Educação Ambiental
e o comportamento dos alunos. Para além dos resultados estatísticos significantes
considera-se também que o Projecto desenvolvido foi muito positivo uma vez que a
maioria dos alunos revelou entusiasmo, motivação e empenho nas diferentes actividades
desenvolvidas.
Assim é possível concluir com a presente investigação que o desenvolvimento de
acções de Educação Ambiental Formal e Não Formal: (1) promovem a aquisição de
competências importantes para a vida futura; (2) têm a potencialidade de melhorar não
só a aquisição de conhecimentos, mas também a mudança de atitudes mais consentâneas
com o desenvolvimento sustentável.
The present investigation contains two studies and aims to develop Environment Education activities in a secondary school, because it has to do with an important issue on the development of students as active and responsible citizens facing our planet problems and their Sustainable Development. However, this aim can only be achieved with strategies that promote examples of students’ daily life. In study one, the aim was to compare what students can really learn ,between two groups(experimental and control) from 8 year students ,facing different teaching strategies to the itens – Disruption of Ecosystems and Management of Sustainable Resources ( Formal Environment Education).The study was three school years long (2003/04, 2004/05, 2005/06) in three different schools with different realities and contexts. The experimental groups, three classes (23, 19 and 22 students) developped a project work, while the strategy used by control groups, three classes (22, 18 and 22 students) was all done in the classroom context with no practice activities. To compare how these two activities influenced the acquisition of scientific knowledge a questionaire was used and its contents were tested in all groups before and after being approached. The groups were compared by non-parametric tests of Freidman and Mann-Whitney. Changes on the scientific knowledge were seen in all groups but most of them weren’t effectively lasting. So we can say that: (1) Students have difficulty in adapting scientific knowledge to their every day life; (2) Students’ answers have nothing to do with sex, age, parents’ qualifications or geographic area. In study two a description of the investigation was aimed for in a school where an Environment Education Project had been developed. (Non-Formal Environment Education). The study aimed to evaluate the need of having Environment Education Projects, using environment clubs and intra and inter disciplinary actions. So, two schools in the same region, similar size and similar economic levels were compared: in school B an Environment Education Project was developped (experimental group, 302 students) .In school A there was no project of education (control group, 314 students). viii To compare the influence of the Environment Education Project on the students’ ’knowledge and attitudes towards environment issues a questionaire was given to both groups of students ,one in the beginning of school year ( pre-test) and the second at the end of the school year( post-test). The groups were compared by non-parametric tests of Wilcoxon and Mann-Whitney, being possible to reject the null answer and consider that there are meaningful statistic differences between the achieving of an Environment Education Project and the students’ behaviour. Apart from the significant statistic results, it can also be considered that the project was successful because most of the students were interested and motivated by the different used activities. With the present investigation, it can be concluded that the development of Environment Formal and Non-Formal Education: (1) Promote the learning of important realities to future life; (2) Contribute not only to improve the knowledge but also to change suitable attitudes with the sustainable development.
The present investigation contains two studies and aims to develop Environment Education activities in a secondary school, because it has to do with an important issue on the development of students as active and responsible citizens facing our planet problems and their Sustainable Development. However, this aim can only be achieved with strategies that promote examples of students’ daily life. In study one, the aim was to compare what students can really learn ,between two groups(experimental and control) from 8 year students ,facing different teaching strategies to the itens – Disruption of Ecosystems and Management of Sustainable Resources ( Formal Environment Education).The study was three school years long (2003/04, 2004/05, 2005/06) in three different schools with different realities and contexts. The experimental groups, three classes (23, 19 and 22 students) developped a project work, while the strategy used by control groups, three classes (22, 18 and 22 students) was all done in the classroom context with no practice activities. To compare how these two activities influenced the acquisition of scientific knowledge a questionaire was used and its contents were tested in all groups before and after being approached. The groups were compared by non-parametric tests of Freidman and Mann-Whitney. Changes on the scientific knowledge were seen in all groups but most of them weren’t effectively lasting. So we can say that: (1) Students have difficulty in adapting scientific knowledge to their every day life; (2) Students’ answers have nothing to do with sex, age, parents’ qualifications or geographic area. In study two a description of the investigation was aimed for in a school where an Environment Education Project had been developed. (Non-Formal Environment Education). The study aimed to evaluate the need of having Environment Education Projects, using environment clubs and intra and inter disciplinary actions. So, two schools in the same region, similar size and similar economic levels were compared: in school B an Environment Education Project was developped (experimental group, 302 students) .In school A there was no project of education (control group, 314 students). viii To compare the influence of the Environment Education Project on the students’ ’knowledge and attitudes towards environment issues a questionaire was given to both groups of students ,one in the beginning of school year ( pre-test) and the second at the end of the school year( post-test). The groups were compared by non-parametric tests of Wilcoxon and Mann-Whitney, being possible to reject the null answer and consider that there are meaningful statistic differences between the achieving of an Environment Education Project and the students’ behaviour. Apart from the significant statistic results, it can also be considered that the project was successful because most of the students were interested and motivated by the different used activities. With the present investigation, it can be concluded that the development of Environment Formal and Non-Formal Education: (1) Promote the learning of important realities to future life; (2) Contribute not only to improve the knowledge but also to change suitable attitudes with the sustainable development.
Description
Tese de Doutoramento em Ciências da Educação na especialidade de Didácticas e Metodologias de Ensino/Aprendizagem apresentada à Universidade Aberta
Keywords
Educação ambiental Projetos de educação Educação formal Educação não formal Ensino básico Ensino das ciências Desenvolvimento sustentado Education to the sustainable development Formal and non-formal environmental Project work Scientific teaching
Citation
Fernandes, Alexandra Sofia Quintas - A educação ambiental formal e não formal nas escolas portuguesas [Em linha] : duas propostas de intervenção no Ensino Básico. Lisboa : [s.n.], 2009. 364 p.