Educação ambiental e ludicidade na educação básica: percepções dos discentes do curso de licenciatura em biologia da UFRB

Abstract

This work approaches "Environmental Education in Basic Education: Perceptions from Students in the UFRB Biology Graduation Program", aiming to investigate the conceptions of students from the aforementioned course on Environmental Education for Basic Education with use of playful practices. As theoretical framework we used Environmental Education on teacher's formation: history, epistemiological and legal foundations, and then a reflection on Environmental Education and ludicity was carried out whithin the context of Basic Education. It was a field research and also a bibliographical one with the qualitative approach which consulted 26 students from the Biology Graduation course and the data collected via a semi-structured questionnaire, which provided information that allowed us to analyze the data and infer that environmet issues must be discussed in order to contemplate the social, political and economic context in an active, critical and dynamic way. Hence, ludicidity may be a tool of utmost importance, once teachers are prepared to use it to correlate theory and practice. In order to plan teaching without obstacles it is necessary that the graduation courses prepare this teacher, awakening a critical and reflective consciousness about their role in the educational and social context, providing students with the opportunity to develop critical awareness, taking advantage of their theoretical knowledge for social and personal development. It was also possible to perceive in the context of this research that the course sylabus focuses on academic texts and articles which causes deficiencies in the subjects' academic formation, leading to the conclusion that graduates lack training on ludicidity in their curriculum, including those carrying out this research. It leads to a feeling of insecureness over the pedagogical process whitin ludicidity perspective.