Percepções dos alunos sobre a integração da sustentabilidade no ensino de Estudos Sociais
DOI:
https://doi.org/10.48017/dj.v9i3.3036Palavras-chave:
Desafios curriculares, Práticas educacionais, Currículo de estudos sociais, Feedback dos alunos, Estratégias de ensinoResumo
Este estudo investiga como os professores de estudos sociais integram os princípios de sustentabilidade em suas práticas diárias de ensino sob a ótica dos alunos. Empregando uma abordagem mista, a pesquisa combina um levantamento descritivo (n=28) com entrevistas de acompanhamento (n=10) com estudantes de terceiro ano de estudos sociais na Universidade Tecnológica de Rizal, nas Filipinas. Utilizando o Pacote Estatístico para Ciências Sociais (SPSS), os dados quantitativos foram analisados para avaliar o grau de integração da sustentabilidade, enquanto os dados qualitativos, obtidos por meio de entrevistas semiestruturadas, exploraram as percepções dos alunos sobre as estratégias dos professores, desafios e eficácia geral. Os resultados mostram que os alunos reconhecem a inclusão de conceitos de sustentabilidade em sua educação em estudos sociais, porém a profundidade e consistência dessa integração parecem desiguais. A análise temática dos dados das entrevistas revelou estratégias específicas utilizadas pelos professores, como a incorporação de exemplos da vida real e aprendizagem baseada em projetos, enquanto os alunos destacaram desafios como recursos limitados e restrições curriculares. Além disso, o feedback dos alunos destacou o valor de abordagens envolventes e a necessidade de uma aplicação mais consistente dos princípios de sustentabilidade em todo o currículo. Com base nesses achados, o estudo recomenda o fortalecimento de parcerias com comunidades locais para superar a lacuna teoria-prática na educação para sustentabilidade, proporcionando recursos valiosos, palestrantes convidados e oportunidades de projetos do mundo real para os alunos, capacitando-os a contribuir ativamente para a construção de um futuro sustentável.
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