Educação ambiental à distância e o desenvolvimento da consciência ambiental crítica: um relato de caso
DOI:
https://doi.org/10.5902/223613085944Keywords:
Critical sense, Environmental education, Distance learningAbstract
The discussion on environmental education inside and outside school is an important factor fortransmitting values of a culture of generations. So, on distance learning of environmentaleducation, the proposal of activities must stimulate data analyses, arguing and reflexive thoughtsfor the establishment of investigative and critical spirit of the student. In this study I described thedevelopment of critical sense in a course of environmental education in a distance learningmodality. Also, I evaluated the factors that probably influenced knowledge assimilationthroughout the course, as the evasion rate, the late delivery of activities and the quality ofindividual performance. The evasion rate was a little above the half of the class (51%, n=32). Thestudents commitment was relative low with a rate of 88% of activities delivered after the deadline(n=25). Critical performance of the students satisfactory was higher than insatisfactory (n=15). Thedata suggest that the use of tools like foruns and chats by the students tend to be more frequentthan those which require a production of discursive texts and projects, probably due to the easyexecution of these first ones. Once the importance of environmental education creating criticalcitizens who are capable of interfering with efficiency and responsibility at environment, thelearning by projects and the focus on the debate may be the greatest paths for the success offuture courses on education environment and distance modality.
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