Educação para o desenvolvimento sustentável no ensino básico : contributos da integração das tecnologias da informação e comunicação e do envolvimento familiar nos primeiros anos de escolaridade

Universidade de Aveiro

2014

Departamento de Educação

Departamento de Comunicação e Arte

Ticiana de

Astrogildo e Tréz

Educação para o Desenvolvimento Sustentável

no Ensino Básico:

Contributos da Integração das Tecnologias da

Informação e Comunicação e do Envolvimento

Familiar nos Primeiros Anos de Escolaridade

Tese apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Multimédia em Educação, realizada sob a orientação científica do Doutor António Augusto de Freitas Gonçalves Moreira, Professor Associado do Departamento de Educação da Universidade de Aveiro, e coorientação do Doutor Rui Marques Vieira, Professor Auxiliar do Departamento de Educação da Universidade de Aveiro.

Apoio financeiro da FCT e do FSE no âmbito do III Quadro Comunitário de Apoio.

Referência da bolsa: SFRH / BD / 66266 / 2009

Dedico este trabalho à minha família, em especial

o júri

presidente Professor Doutor Vítor José Babau Torres

Professor Catedrático da Universidade de Aveiro

Prof. Doutor António Augusto de Freitas Gonçalves Moreira Professor Associado da Universidade de Aveiro (Orientador)

Prof. Doutora Maria Isabel Seixas da Cunha Chagas Professora Auxiliar do Instituto de Educação da Universidade de Lisboa

Prof. Doutora Maria João da Silva Ferreira Gomes Professora Auxiliar do Instituto de Educação da Universidade do Minho

Prof. Doutora Ana Valente Rodrigues Professora Auxiliar da Universidade de Aveiro

Prof. Doutor Rui Marques Vieira

Professor Auxiliar da Universidade de Aveiro (Coorientador)

Prof. Doutor Pedro de Carvalho da Silva

Professor Coordenador da Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria

Prof. Doutora Maria Paula Carvalho

agradecimentos Muitas vezes ouvi dizer, e algumas vezes até acreditei, que o doutoramento é uma fase muito solitária da vida. Mas agora que cheguei ao fim, olho para trás e vejo um caminho trilhado com muitas pessoas. Pessoas que me apoiaram em diversos sentidos, desde o apoio mais “intelectual” dos meus orientadores, aos quais agradeço toda a colaboração nesta caminhada, assim como de muitos outros investigadores que partilharam seus conhecimentos; ao apoio “[mimo]emocional” da minha família amada, companheiro amado e amigos queridos que me deram toda a força necessária; até ao apoio “[mimo]gastronômico” da querida D. Marina, senhora trabalhadora que muitas vezes à noite entrava em meu gabinete na Universidade trazendo-me as arepas mais deliciosas do mundo. Sim, também tive apoio “físico”, pois este não saiu ileso após esta longa jornada. Deixo o meu agradecimento ao fisioterapeuta Baltazar, que me permitiu continuar a trabalhar num momento crucial da escrita da tese.

Agradeço à minha família do Brasil, em especial ao meu pai, minha avó e minha irmã, por aguentar a minha e a vossa saudade e por todo carinho e força transmitida. A distância foi dolorosa, mas vocês tornaram tudo mais fácil por apoiarem-me incondicionalmente nesta conquista. No fundo sabemos (pois sentimos) que estamos muito próximos, não é mesmo?

Agradeço à minha família de Portugal, em especial ao Gustavo, à Carmo e ao Victor, que sempre me fizeram sentir em casa e em família. Não sei se chegaria aos dez anos em Portugal se não fosse o carinho de vocês. Gustavo, obrigada pelo incentivo e paciência, pois imagino que ser “trocado” muitas vezes por uma tese não tenha sido fácil.

Agradeço à FCT, pelo apoio financeiro desta investigação sem o qual não seria possível a sua concretização.

Agradeço aos membros do júri, antecipadamente, toda a atenção dedicada e todos os preciosos contributos nesta fase final do meu trabalho.

Um último agradecimento, mas não menos importante, aos participantes deste estudo – diretor, professoras, alunos e suas respetivas famílias, que colaboraram no seu desenvolvimento e implementação. Espero que algumas sementes tenham sido plantadas, e que cresçam por um futuro melhor.

palavras-chave Educação para o Desenvolvimento Sustentável, Orientação

Ciência-Tecnologia-Sociedade, Tecnologias da Informação e Comunicação, Recursos Didáticos Multimédia, Envolvimento Familiar

Resumo A necessidade de se educar para o desenvolvimento sustentável é um ponto assente nas atuais políticas educativas internacionais. Considera-se fulcral desenvolver nos alunos as competências necessárias para analisar criticamente e tomar de decisão frente às atuais problemáticas relacionadas com as dimensões ambiental, social e económica, sob uma perspetiva sistémica. No entanto, a literatura de referência aponta a escassez de recursos intencionalmente concebidos para apoiar práticas didático-pedagógicas dos professores mais coerentes com estas diretrizes. Assim, o presente estudo tem por finalidade desenvolver estratégias, conceber e explorar recursos didáticos multimédia para promover a Educação para o Desenvolvimento Sustentável (EDS), no contexto da Educação em Ciência com orientação Ciência-Tecnologia-Sociedade (CTS), através da integração das Tecnologias da Informação e Comunicação (TIC) e do envolvimento familiar (EF) nos primeiros anos de escolaridade, assim como compreender os impactes dos mesmos na alteração das práticas dos professores tornando-as mais coerentes com as orientações EDS/CTS. Face a esta finalidade, adotámos uma metodologia de natureza qualitativa, nomeadamente o Estudo de Caso na vertente multicasos, ao longo da investigação. O estudo envolveu o 1º Ciclo do Ensino Básico de um Agrupamento de Escolas de Aveiro (Portugal), nomeadamente professores, alunos e respetivos familiares. Por entender serem os professores um elemento-chave de mudança do processo educativo, o estudo envolveu a conceção e implementação de uma Oficina de Formação de professores e uma comunidade online, a servir de plataforma de comunicação entre as escolas e as famílias. Assim, para a recolha de dados recorremos às técnicas de inquérito, observação e análise documental. Os respetivos instrumentos utilizados para cada técnica foram questionários, diário da investigadora, e-portefólios reflexivos e registos de interação na comunidade online. Os dados qualitativos e quantitativos foram analisados através da técnica de análise de conteúdo e análise estatística descritiva, respetivamente. Os resultados apontam que a integração das TIC e o incentivo ao envolvimento familiar contribuem positivamente para a promoção da EDS nos primeiros anos de escolaridade. Contudo, considerando o contexto em estudo onde as escolas atendem muitas famílias provenientes de meios socioeconómicos menos favorecidos, é preciso repensar a integração das TIC, para que estas não se configurem como mais uma barreira para o envolvimento familiar. Assim, trabalhar a EDS/CTS para além dos muros da escola, envolvendo as famílias dos alunos e colocando as TIC como uma ponte de comunicação é apresentado nesta investigação como o principal contributo para a consecução da EDS.

keywords Education for Sutainable Development, Science-Technology-Society, Information and Communication Technology, Educational Multimedia Resources, Family Involvement

abstract The need to educate for sustainable development is a point based on current international educational policies. It is crucial to develop in students the skills necessary to critically analyse and make decisions in the face of current issues related to environmental, social, and economic dimensions, from a systemic perspective. However, the literature highlights the shortage of resources intentionally designed to support teaching and pedagogical practices of the teachers consistent with these guidelines. Thus, this study aims to develop strategies, design and exploit educational multimedia resources that promote Education for Sustainable Development (ESD) based on Science-Technology-Society (STS) in Science Education, through the integration of Information and Communication Technologies (ICT) and Family Involvement in the early years of schooling, as well as understand the impact of these strategies and resources in teachers' practices to make them more consistent with the ESD/STS guidelines. Facing this purpose, we adopted a qualitative methodology, including multiple case studies in set along the process of exploration, design and implementation of strategies and educational multimedia resources. The study involved a group of primary schools located at Aveiro (Portugal), their teachers, as well as students and their respective families. By understanding teachers like the key influence in the educational process, the study involved the design and implementation of a teachers training and an online community to serve as a platform for communication between schools and families. Thus, the method used to collect data covered surveys, observation and document analysis. The respective instruments used for each method relied on questionnaires, diary research, reflexive e-portfolios and posts in the online community. Qualitative and quantitative data was analysed using the method of content analysis and descriptive statistical analysis, respectively. The results show that the integration of ICT and encouraging family involvement contributes positively to the promotion of ESD in the early years of school education. However, considering the context under study where schools serve a variety of families that are socio-economically disadvantaged, it is necessary to rethink the integration of ICT, so that they are not configured as a further barrier to family involvement. Thus, working an ESD/STS approach beyond the school walls, involving students' families, and using ICT as a bridge of communication is presented in this research as the main contribution to the achievement of the ESD.

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