Navegando por Autor "Freitas, Vânia Maria de"

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    Produto educacional
    Meliponário: uma janela para a educação ambiental crítica
    (Universidade Estadual do Norte do Paraná, 2025) Freitas, Vânia Maria de; Poletto, Rodrigo de Souza; http://lattes.cnpq.br/8774064317309922; Alves, Viviane Sandra; http://lattes.cnpq.br/3794580975938452
    The approach to environmental education (EE) in non-formal learning environments enables critical debate and reflection. Consequently, it can drive behavioral change in individuals in relation to the environment. Based on this assumption, this research, linked to the line “Teaching and Learning in Natural Sciences and Mathematics,” proposed as an Educational Product a guide containing step-by-step instructions for structuring a Meliponary to be used in the practice of EE. In this sense, a Meliponary was structured at the State University of Northern Paraná – Cornélio Procópio campus, which was visited by a 4th-grade elementary school class, guided by the content in the guide. The aim was to assess the perception of this group of students during the visit, as this teaching practice increases active participation and encourages involvement, thereby developing environmental awareness in a concrete way. To this end, the concepts of critical EA were taken as a theoretical and methodological basis, considering teaching in a non-formal environment as an alternative and dynamic space. By integrating these concepts, we sought to encourage environmentally responsible habits, more precisely by valuing stingless bees for their pollination work, promoting a holistic view of the importance of conserving these native species. To investigate the research results, data were collected in semi-structured interviews with participants and in drawings they produced after implementing the guide. This data was then compiled into excerpts and analyzed using Discursive Textual Analysis, based on two categories: the first focused on students' perceptions of the importance of bees, subdivided into the units “ecological analysis,” “economic analysis,” and “emotional/sensory analysis”; while the second classified these perceptions according to the macro trends of EA: conservationist, pragmatic, and critical/emancipatory. After the analysis, it was possible to verify evidence of student learning about EA using the Meliponary as a teaching strategy.
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    Dissertação
    O uso do meliponário como estratégia de ensino da educação ambiental
    (Universidade Estadual do Norte do Paraná, 2025) Freitas, Vânia Maria de; Poletto, Rodrigo de Souza; http://lattes.cnpq.br/8774064317309922; Alves, Viviane Sandra; http://lattes.cnpq.br/3794580975938452; Poletto, Rodrigo de Souza; http://lattes.cnpq.br/8774064317309922; Alves, Viviane Sandra; http://lattes.cnpq.br/3794580975938452; Oliveira, Andre Luis de; http://lattes.cnpq.br/2543491078465374; Sanzovo, Daniel Trevisan; http://lattes.cnpq.br/6173596073595767
    The approach to environmental education (EE) in non-formal learning environments enables critical debate and reflection. Consequently, it can drive behavioral change in individuals in relation to the environment. Based on this assumption, this research, linked to the line “Teaching and Learning in Natural Sciences and Mathematics,” proposed as an Educational Product a guide containing step-by-step instructions for structuring a Meliponary to be used in the practice of EE. In this sense, a Meliponary was structured at the State University of Northern Paraná – Cornélio Procópio campus, which was visited by a 4th-grade elementary school class, guided by the content in the guide. The aim was to assess the perception of this group of students during the visit, as this teaching practice increases active participation and encourages involvement, thereby developing environmental awareness in a concrete way. To this end, the concepts of critical EA were taken as a theoretical and methodological basis, considering teaching in a non-formal environment as an alternative and dynamic space. By integrating these concepts, we sought to encourage environmentally responsible habits, more precisely by valuing stingless bees for their pollination work, promoting a holistic view of the importance of conserving these native species. To investigate the research results, data were collected in semi-structured interviews with participants and in drawings they produced after implementing the guide. This data was then compiled into excerpts and analyzed using Discursive Textual Analysis, based on two categories: the first focused on students' perceptions of the importance of bees, subdivided into the units “ecological analysis,” “economic analysis,” and “emotional/sensory analysis”; while the second classified these perceptions according to the macro trends of EA: conservationist, pragmatic, and critical/emancipatory. After the analysis, it was possible to verify evidence of student learning about EA using the Meliponary as a teaching strategy.