Vídeo estudantil e educação ambiental: possibilidades didáticas nos percursos formativos docentes

Abstract

Since the 1950s there have been discussions about environmental issues and the consequences of the destruction of nature, as well as the need for changes in society's behavior in relation to the environment. Consequently, cultural changes require time to be implemented, taking the form of long-term actions. One of the most efficient ways that appears as a possibility today is to promote Environmental Education (EE), that is, to educate to create greater social, educational and cultural awareness2. From this perspective, Early Childhood Education (ECE) has a fundamental role in promoting actions to prevent environmental degradation and sustainability as a concept, because, if, from the first years of life, the child learns to deal consciously with the environment, In the future, this problem could be minimized. Much of the work with EI is carried out by teachers trained in Teacher Training courses – Secondary Level. In this sense, it is necessary to reflect and learn to consciously work on the issue of the environment and implement it in teacher training courses. Thus, we envision the projection of environmental and sustainability awareness/raising work through a pedagogical intervention project, using short films and videos, as a means of addressing the topic of EE, so that this resource can be better explored by teachers, at EI. The objective, therefore, in this research, is to evaluate the didactic possibilities of using short films and the production of authorial student videos with students of Teacher Training – Secondary Level and with the teachers responsible for the Teaching Practice discipline, at Colégio Estadual Humberto de Alencar Castelo Branco, in the municipality of Santa Helena – Paraná. The question is: what are the didactic possibilities of using short films to address Environmental Education themes in teacher training courses? The proposed methodology is qualitative, through action research, as recommended by Thiollent (2011) with the carrying out of the pedagogical intervention project and using as data collection instruments: the Generating Questions, the Questionnaires via Google Forms and, the productions of copyright student video. As a data analysis methodology, we used Content Analysis (Bardin, 2006). Socioeconomic data from 32 research participants were analyzed, 24 women and 8 men, aged 14 to 47 years, over a period of two months. The level of education corresponds to 30 participants with incomplete high school and 2 with specialization. Of the Generating Questions, the concept of EE that prevails is all Education related to the environment that focuses on preserving it, corresponding to the Pragmatic Macrotrend. The research consisted of two stages: SEEING and DOING. VER relates to the possibilities of using short films in EI. DOING is made up of the production of copyright videos. From the analyzes carried out using the Voyant Tools application, 3 categories emerged that involve SEEING and DOING: the use of short films in teaching training paths; short films and EA and Didactic possibilities of using videos to address EA themes in teacher training paths (DOING). In VER, the use of short films demonstrated that it must be analyzed in full so that it does not hinder or lead to what 2 Supposing the phenomenological perspective, according to which consciousness is characterized by intentionality, which is this “mysterious and contradictory human capacity to distance oneself from things to make them present,” or to be the “presence that has the power to make present” ( Freire apud Fiori, 2010, p. 86). is not sought, that there is the possibility of using it to work on EA in EI. In FAZER, participants demonstrated the possibility of authoring videos, on topics related to EA; In relation to the learning process, the work methodology fulfills its function exquisitely. The data collected may contribute to actions to improve pedagogical work processes, to develop public policies to support teachers in relation to continued training in EA, and, consequently, improve integration between students, teachers and society.