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Desenvolvimento de um modelo pedagógico de Educação para a Cidadania Ambiental no 1.º Ciclo do Ensino Básico através de uma metodologia de Design-Based Research
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Sendo o desenvolvimento sustentável um tópico prioritário a nível mundial, desenvolveram-se várias estratégias para alcançá-lo, dentro as quais se destaca a Educação para a Cidadania Ambiental que desempenha um papel importante na mudança social, para alcançar o equilíbrio económico, social e ambiental, através de cidadãos informados, responsáveis e participativos. O papel da educação diante dos problemas e oportunidades ambientais é, portanto, crucial, e por isso aumentar a preocupação ambiental e promover comportamentos ambientais devem ser metas educacionais essenciais para o ensino do 1.º CEB. Esta investigação teve como principal objetivo o desenvolvimento de um modelo pedagógico de educação para a cidadania ambiental no 1. º CEB, utilizando uma metodologia de Design-Based-Research (DBR), com três iterações. A primeira iteração consistiu no desenvolvimento do modelo pedagógico a partir da análise documental de teses, artigos e projetos relacionados com Educação, Cidadania, Ambiente, estratégias pedagógicas no 1.º CEB, e orientações curriculares propostas pelo Ministério da Educação nas áreas de Estudo do Meio e de Cidadania, no 1.º CEB. A segunda iteração (de natureza qualitativa), consistiu na avaliação do modelo pedagógico por três painéis de especialistas em: educação ambiental, educação do 1.º CEB e líderes da comunidade (autarquias e ONGA), tendo como objetivo o seu aprimoramento, com base nas sugestões de melhoria obtidas, resultando no desenvolvimento da segunda versão do modelo pedagógico. A terceira iteração envolveu a avaliação do modelo pedagógico por professores e por alunos, tendo como objetivo testar e avaliar a sua adequabilidade, em contexto escolar real. A implementação do modelo pedagógico foi realizada em quatro escolas públicas do 1.º CEB, num total de 23 turmas (orientadas por 23 professoras) e cerca de 500 alunos distribuídos pelos 4 anos de escolaridade. Com base na observação direta, em notas de campo e em entrevistas semi-estruturadas com os professores, foram respondidas as questões de investigação e identificadas as suas percepções sobre as principais competências a desenvolver pelos alunos, bem como as respectivas metodologias e estratégias educativas consideradas mais adequadas para uma educação promotora de competências de cidadania ambiental no ensino básico. Para além disso, foi possível observar como os professores implementaram o modelo didático proposto na sala de aula e identificar as dificuldades sentidas durante a sua aplicação. Após a realização das atividades de Cidadania Ambiental, os alunos desenvolveram competências de Cidadania Ambiental, mudaram os seus comportamentos e atitudes e demonstraram vontade em participar de forma mais ativa na resolução de problemas ambientais locais em conjunto com a comunidade escolar e local, tendo ficado, desta forma, mais empoderados para a ação.
Since sustainable development is a priority topic worldwide, different strategies have been developed to achieve it, including Education for Environmental Citizenship, which plays an important role in social change to achieve economic, social and environmental balance through informed, responsible and participatory citizens. The role of education in the face of environmental problems and opportunities is therefore crucial, which is why increasing environmental concern and promoting environmental behavior should be essential educational goals for primary school teaching. The main aim of this research was to develop a pedagogical model for environmental citizenship education in primary school, using a Design-Based-Research (DBR) methodology, with three iterations. The first iteration consisted of developing the pedagogical model based on a documentary analysis of theses, articles and projects related to Education, Citizenship, the Environment, pedagogical strategies in primary school, and curricular guidelines proposed by the Ministry of Education in the areas of Environmental Studies and Citizenship in primary school. The second iteration (of a qualitative nature) consisted of the evaluation of the pedagogical model by three panels of experts in: environmental education, primary school education and community leaders (local authorities and NGOs), with the aim of improving it based on the suggestions obtained, resulting in the development of the second version of the pedagogical model. The third iteration involved the evaluation of the pedagogical model by teachers and students, in order to test and evaluate its suitability in a real school context. This implementation was carried out in four public schools, in Portugal, with 23 classes (guided by 23 teachers), and about 500 students, in total, distributed over the 4 years of schooling. Based on direct observation, field notes and semi-structured interviews with teachers, it was possible to answer the research questions as well as identify their perceptions regarding the main skills to be developed by students, the respective methodologies and the teaching-learning strategies considered the most appropriate for an education that promotes environmental citizenship skills. In general, after the realization of environmental citizenship activities, students developed competences for environmental citizenship, changed their behavior and attitudes and demonstrated a willingness to participate more actively in the resolution of local environmental problems together with school and local community, thus developing their empowerment for action.
Since sustainable development is a priority topic worldwide, different strategies have been developed to achieve it, including Education for Environmental Citizenship, which plays an important role in social change to achieve economic, social and environmental balance through informed, responsible and participatory citizens. The role of education in the face of environmental problems and opportunities is therefore crucial, which is why increasing environmental concern and promoting environmental behavior should be essential educational goals for primary school teaching. The main aim of this research was to develop a pedagogical model for environmental citizenship education in primary school, using a Design-Based-Research (DBR) methodology, with three iterations. The first iteration consisted of developing the pedagogical model based on a documentary analysis of theses, articles and projects related to Education, Citizenship, the Environment, pedagogical strategies in primary school, and curricular guidelines proposed by the Ministry of Education in the areas of Environmental Studies and Citizenship in primary school. The second iteration (of a qualitative nature) consisted of the evaluation of the pedagogical model by three panels of experts in: environmental education, primary school education and community leaders (local authorities and NGOs), with the aim of improving it based on the suggestions obtained, resulting in the development of the second version of the pedagogical model. The third iteration involved the evaluation of the pedagogical model by teachers and students, in order to test and evaluate its suitability in a real school context. This implementation was carried out in four public schools, in Portugal, with 23 classes (guided by 23 teachers), and about 500 students, in total, distributed over the 4 years of schooling. Based on direct observation, field notes and semi-structured interviews with teachers, it was possible to answer the research questions as well as identify their perceptions regarding the main skills to be developed by students, the respective methodologies and the teaching-learning strategies considered the most appropriate for an education that promotes environmental citizenship skills. In general, after the realization of environmental citizenship activities, students developed competences for environmental citizenship, changed their behavior and attitudes and demonstrated a willingness to participate more actively in the resolution of local environmental problems together with school and local community, thus developing their empowerment for action.
Descrição
Tese de doutoramento em Educação (Didática das Ciências), Universidade de Lisboa, Instituto de Educação, 2025.
Palavras-chave
Environmental Citizenship Education for Environmental Citizenship Design-Based Research Cidadania Ambiental Cidadania AmbientalCidadania Ambiental Design-Based Research