Banca de DEFESA: THAYNAH MAYARA OLIVEIRA DAMASCENO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THAYNAH MAYARA OLIVEIRA DAMASCENO
DATE: 27/02/2026
TIME: 14:00
LOCAL: online
TITLE:

WIND ENERGY AND THE THREE PEDAGOGICAL MOMENTS: A DIDACTIC SEQUENCE FROM THE PERSPECTIVE OF CRITICAL ENVIRONMENTAL EDUCATION

KEY WORDS:

critical environmental education; wind energy; RIMA; science teaching; final years of elementary school.

 

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This dissertation analyzed the contributions of a didactic sequence grounded in Critical Environmental Education, utilizing elements of the Environmental Impact Report (RIMA), for the development of critical thinking and socio-environmental awareness of students in the Final Years of Elementary School. The research was guided by the
question: How can a didactic sequence, inspired by elements of the Environmental Impact Report (RIMA), contribute to the development of critical thinking and socio-environmental awareness of students in the Final Years of Elementary School regarding the theme of wind energy in the context of Rio Grande do Norte? The general objective of the study was to analyze the contribution of this proposal to the development of the students' analytical capacity regarding the implications of wind energy in the local context. The theoretical foundation was based on the assumptions of Critical Environmental Education (Loureiro, 2004; Layrargues; Lima, 2014) and Freirean pedagogy (Freire, 1996), articulating concepts of environmental justice and social participation through the dynamics of the Three Pedagogical Moments (Delizoicov, 1991). A qualitative approach was adopted, of the participatory research type, involving the application of an educational product structured in ten classes, of 50 minutes each, with an 8th-grade class of the Final Years of Elementary School in a public school in Parnamirim/RN. This educational product was validated by the examining board during the master's qualification exam. Data collection occurred through questionnaires, field notes, textual productions, and records of a simulated plebiscite, with data interpreted through Thematic Analysis (Braun; Clarke, 2006). The results indicated that the activities favored overcoming simplistic views on "clean energy", allowing students to identify contradictions, propose mitigation measures, and understand the importance of popular listening. It was also found that the proposal awakened student protagonism and strengthened critical citizenship, demonstrating the potential of the articulation between Critical Environmental Education and environmental management instruments in Science teaching.

 

COMMITTEE MEMBERS:
Presidente - 2420099 - IVANISE CORTEZ DE SOUSA GUIMARAES
Interno - 2195626 - MILTON THIAGO SCHIVANI ALVES
Externo à Instituição - FREDSON PEREIRA DA SILVA - UFPE