Title:	Trabalho-jogo na Educação Ambiental Crítica : uma proposta ludo-política para o exercício de cidadania ambiental
Authors:	Barros, Maria Rosane Marques
Orientador(es)::	Cavalcanti, Eduardo Luiz Dias
Assunto::	Educação Ambiental Crítica (EAC) Ensino superior Jogos educativos
Issue Date:	5-Dec-2024
Data de defesa::	15-Mar-2024
Citation:	BARROS, Maria Rosane Marques. Trabalho-jogo na Educação Ambiental Crítica: uma proposta ludo-política para o exercício de cidadania ambiental. 2024. 262 f., il. Tese (Doutorado em Educação em Ciências) — Universidade de Brasília, Brasília, 2024.
Abstract:	Critical Environmental Education (EE), through its formative processes, positions itself as a political education in addressing socio-environmental issues. It is a branch of EE that takes into account the importance of a critical and transformative education, aiming for participatory, reflective, engaged subjects, so that other social actors may involve themselves in this education through political actions in a democratic sphere of exercise of citizenship and the pursuit of environmental and social justice. Assuming that decision-making is inherent to the games, it is understood that games can stimulate decision-making and action-taking in specific socio-environmental contexts. In this sense, playfulness through game-based work presents itself as a methodology capable of corresponding to the EE practices, as it is committed to unveiling social and environmental contexts with their asymmetries and contradictions. Thus, the research described in this thesis, by associating playfulness with Critical EE, sought to propose and analyze the convergent formative dimensions between the two fields, focusing on the object of study in terms of problematizing and contextualizing of socioenvironmental reality, and on the teaching purpose, from the perspective of critical perception and social participation as an exercise of environmental citizenship. To this aim, a competitive-collaborative game was developed and implemented in the Environmental Sciences course at the University of Brasilia during four terms, three in remote format and the last one in person. The research strategy was conducted through a case study, using, as data collection instruments, an adapted focus group technique with semi-structured interviews, questionnaires, a logbook, and student’s posts on social media, considering their descriptions and messages, documents issued, and participation records. The data collected was analyzed using an adapted technique of content analysis of Bardin. Regarding the study object, which concerns socio-environmental issues, the game, as a work-play, brought different outcomes: understanding of the different social, political, economic, historical, and cultural aspects and contexts that compose the issues; development of a sense of belonging and collectivity; greater awareness of reality; interactive aspect between academic knowledge and local reality; awareness of government omission processes; learning through informal processes; new reflections and questioning about the issues; understanding of new concepts which reveal mechanisms of socio-environmental inequality: environmental injustice, and environmental racism. As for the teaching purpose, the work-play brought other outcomes: the understanding of the different causes, manifestations, and conditionalities surrounding the issues; the process of interpretation and understanding of concepts; active study with guarantees of freedom and autonomy to think and act; praxis as a reflective practice; interactive learning through the dialogue of knowledges and transversalities; the occupation of different institutional and non-governmental spaces and interaction with different movements; emancipation through participation in different social and political spheres; mobilization for social justice; social and political learning through the organization and political articulation of actions; understanding of public policies; personal transformation in the perspective of transitioning from a passive stance towards problems to an active one towards solutions; and finally, social return.
metadata.dc.description.unidade:	Instituto de Ciências Biológicas (IB) Faculdade UnB Planaltina (FUP) Instituto de Física (IF) Instituto de Química (IQ) Faculdade de Educação (FE)
Description:	Tese (doutorado) — Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Química, Instituto de Física, Faculdade UnB Planaltina, Faculdade de Educação, 2024.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação em Ciências
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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