Representações sociais sobre educação ambiental e objetivações em práticas pedagógicas no ensino fundamental

This work presents results, reflections, conclusions and considerations about the research entitled "Social representations of environmental education and objectivations in teaching practices in elementary school ". She intended to make known research whose objectives were to know the current environmental education framework (EA) developed by the teachers of the early years of elementary school of that city; identify their social representations about EA and the ways in which these representations are objectified in their teaching practices. Thus, the methodology is characterized by the qualitative approach; whose data collection instruments were the Free Evocation Questionnaire (QEV), the semi-structured interviews and documentary research. The QEV consists of free recall questions and essay questions, whose data is quantitative and qualitative. Data from this instrument were analyzed according to the procedures of the Structural Approach to Theory of Social Representations. In turn, the analysis of data obtained through the interview and reading the documents followed the guidelines of the Content Analysis method. The theoretical and methodological basis of this research was the Theory of Social Representations and critical approach to environmental education. Thus, the results obtained in the investigation allowed us to identify the social representations of EA of participants; confirm that such representations are being targeted in their pedagogical practices that are characterized as conservative. Also confirm that the teaching documents of the surveyed network are in line with the official documents on EA; the AE actions developed in the network are referenced in the teaching documents of the network and in the official documents of EA and the EA practices of survey participants teachers relate directly with their social representations on Environmental Education.

Do planejamento ao replanejamento do trabalho docente no ensino superior: o que fazer quando os alunos não leem os textos indicados pelo professor?

The objective of this paper is to present an analysis of the planning and replanning of the teacher´s work in response to difficulties that occur in teacher-student interaction in the process of teaching and learning in and outside the classroom. The data was produced by means of the selfconfrontation method and the analysis is based on theoretical foundations coming from the ergonomics of teaching activity and from the clinic of activity. The results reveal that lack of reading on students´ part leads the teacher to replan the class at the very moment it is taking place, which, in spite of revealing the teacher´s experience with this kind of situation, ends up contributing to diminish the quality of the teaching and learning process.