André Ribeiro de Santana

Teatro de fantoches na formação continuada docente em educação ambiental

Neste artigo, apresentamos os resultados de uma pesquisa-acao participativa realizada no espaco do Grupo de Pesquisa e Estudos em Educacao Ambiental / Sala Verde Pororoca: espaco socioambiental Paulo Freire (GPEEA/Sala Verde), na UFPA. O objetivo foi investigar as contribuicoes do teatro de fantoches como proposta pedagogica na formacao continuada de professores em educacao ambiental. Os sujeitos da pesquisa foram seis professoras do ensino basico, as quais sao aqui identificadas pelos seguintes pseudonimos: Lucia, Michelle, Izabel, Eloisa, Marta e Ana. Utilizamos quatro fontes para a coleta das informacoes: 1) um questionario sobre dados pessoais e com as perguntas a) Que motivos levaram voce a se inscrever na oficina? e b) Qual e o entendimento de educacao ambiental predominante?; 2) uma oficina; 3) um diario de bordo; e 4) entrevistas para complementar as informacoes fornecidas pelas professoras. Para analisar os dados, utilizamos a tecnica da triangulacao metodologica. Constatamos que o teatro de fantoches, como estrategia de ensino-aprendizagem de conhecimentos ambientais, foi importante em todas as etapas. A utilizacao do teatro de fantoches como metodologia foi entusiasticamente reconhecida pelas professoras como viavel na pratica docente em todas as disciplinas. E o mais importante: elas perceberam que, para a elaboracao de qualquer atividade alternativa, ha a necessidade de um planejamento, pois e preciso ter uma finalidade pedagogica, com conotacao diferente do ludico pelo ludico.In this article we present the results of a participative actionresearch conducted at the space of the Group of Research and Studies in Environmental Education/Green Room Pororoca: socioenvironmental space Paulo Freire (GPEEA/Sala Verde) at the UPFA. The objective here was to investigate the contributions of puppet theatre as a pedagogical proposal in the continued environmental education of teachers. The subjects of the research were six teachers of basic education, which are here identified by the following pseudonyms: Lucia, Michelle, Izabel, Eloisa, Marta and Ana. We have used four sources to collect information: 1) a questionnaire of personal data, containing also the following questions: a) What motives led you to enroll for this workshop? and b) what is the predominant understanding of environmental education?; 2) a workshop; 3) a journey log; and 4) interviews to complement the information supplied by the teachers. To analyze the data, we used a technique of methodological triangulation. We observed that the puppet theatre, as a strategy of teaching-learning of environmental knowledges, was important in all stages. The use of puppet theatre as a methodology was enthusiastically recognized by the teachers as viable in teacher practice for all disciplines. Most importantly, they recognized that, in order to develop any alternative activity, there must be planning, since it is necessary to have a pedagogical objective with a meaning beyond the ludic by itself.

Comunidade e escola: reflexões sobre uma integração necessária

This study presents reflections regarding the establishment of parternship between the school and its community. With the objective of evaluating such partnership, researches were carried out in a public school and other in agreement, using questionnaires and interviews. The answers from the students and community members indicated different positions. For example: in the public school there were complains about the absence of interaction which led to a sensation of not belonging and indifference; on the university partnership school on the other hand the community feels responsible for the school, thanks mainly to the possibilities of interaction that have been established. We have reached the conclusion that the community recognizes the importance of becoming involved in school actions, being school’s