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Advisor(s)
Abstract(s)
O presente estudo insere-se numa investigação mais ampla
que pretendeu verificar a incidência de concepções ambientalistas de teor
antropocêntrico, biocêntrico e ecocêntrico em professores dos diferentes
ciclos de escolaridade não superior do sistema de ensino português e que se
envolvem em projectos de Educação Ambiental (EA). Para tal foram
realizadas 60 entrevistas que versavam vários temas relacionados com a
temática ambiental, entre os quais a diversidade cultural, a caça e a
alimentação humana. Nos primeiros dois temas foi clara a incidência de
formas de pensar biocêntricas (centradas na preocupação pelo bem-estar
das outras espécies), embora com maior frequência nos professores dos
ciclos de escolaridade generalistas (Pré-Escolar e 1º Ciclo)
comparativamente aos provenientes dos organizados por disciplinas (2º e
3º Ciclos e Secundário). Todavia, a referida incidência não se manteve para
o tema da alimentação humana, tendo a maioria dos inquiridos rejeitado o
vegetarianismo como regime alimentar. De assinalar ainda que os temas
em análise raramente são abordados pelos docentes numa perspectiva de
confronto de diferentes posições acerca dos mesmos.
Abstract: The present study is part of a wider research, the aim of which was to investigate the extent to which teachers involved in Environmental Education (EE) projects at the various levels of the Portuguese schooling system supported anthropocentric, biocentric or ecocentric perspectives on the environment. To this end, 60 teachers were interviewed on a variety of issues related to the environment, including cultural diversity, hunting and human nourishment. On the first two issues, teachers came out mainly on the side of the biocentric argument (fosusing on concern with the well-being of other species), albeit more markedly at the generalist levels of schooling (pre-school and 1st Cycle) than at the specialist levels (2nd and 3rd Cycles and Secondary). However, this was not the case on the question of human nourishment, with the majority of interviewees rejecting vegetarianism as a dietary regime. It was further evident that teachers rarely approached these issues by comparing and contrasting the three above-mentioned environmental perspectives.
Abstract: The present study is part of a wider research, the aim of which was to investigate the extent to which teachers involved in Environmental Education (EE) projects at the various levels of the Portuguese schooling system supported anthropocentric, biocentric or ecocentric perspectives on the environment. To this end, 60 teachers were interviewed on a variety of issues related to the environment, including cultural diversity, hunting and human nourishment. On the first two issues, teachers came out mainly on the side of the biocentric argument (fosusing on concern with the well-being of other species), albeit more markedly at the generalist levels of schooling (pre-school and 1st Cycle) than at the specialist levels (2nd and 3rd Cycles and Secondary). However, this was not the case on the question of human nourishment, with the majority of interviewees rejecting vegetarianism as a dietary regime. It was further evident that teachers rarely approached these issues by comparing and contrasting the three above-mentioned environmental perspectives.
Description
Keywords
Diversidade cultural Caça Alimentação humana Perspectivas ambientalistas Educação ambiental Cultural diversity Hunting Human nutrition Environmental world views Environmental education
Citation
Almeida, A. (2009) Como se posicionam os professores perante manifestações culturais com impacto na natureza. Resultados de uma investigação. REEC: Revista electrónica de enseñanza de las ciencias, 8(2), 648-670