Area of Concentration: Environmental Sciences Teaching
Involving different researches for methodologies and procedures of teaching environmental sciences, the area of concentration promotes a set of lines of action articulated to the knowledge, processes and pedagogical practices in secondary and fundamental education, assigning studies in different conceptions, practices and / or theoretical, formal and / or non-formal. The PROFCIAMB-UFPA is directed by a thematic axis denominated "Water Resources and its Interfaces", being divided in two acting lines:
Acting line 1:
Environment and Society
This line investigates the teaching and learning processes in environmental sciences, relating the formative practices and their connections to the issue of development and its impacts on the environment and society, in order to contribute to the better identification of factors determining the environmental degradation associated with the loss of environmental quality and life. Research related to this theme should be associated with pedagogical praxis, culminating in reflections and actions on the subject, as well as improvement and innovation in the teaching-learning process. It includes research on patterns of consumption and production, and its influence on environmental quality and social relations, characterization of its impacts, management of social and environmental conflicts and social participation, as well as the institutionalization of a culture of sustainability. The projects included in the Environment and Society Line of Action will, in general, investigate how the teaching of the topic of natural resources management in aspects of environmental policies, participation in environmental and development councils, and several other instruments and their interfaces with the consumption and production patterns of society, are being inserted and operationalized in basic education, whether in activities within the classroom, in laboratories or in field activities. It will also investigate and develop tools, procedures and guides to foster and expand the insertion of the theme of this acting line. The various projects include improvements and innovations in activities and experiences for use in the classroom, as well as improvement and development of field activities that strengthen the teaching of the environmental sciences.
Acting line 2:
Natural Resources and Technology
This research line investigates the teaching and learning processes in environmental sciences, relating the formative practices and their connections with the characterization and understanding of the environment and the multiple uses of natural resources, aimed at the reflection on the relations of appropriation of natural and the possibilities of building sustainable societies. Research related to this theme should be associated with pedagogical praxis, culminating in improvement and innovation in the teaching-learning process, leading to action-reflection. It includes research on environmental systems and technologies and related processes, addressing issues such as water, soil, air, climate, energy, geobiodiversity, multiple uses of natural resources, sustainable construction, among others. The projects included in this Line will, in general, investigate how teaching about natural resources, their impacts and forms of mitigation are being inserted and operationalized in elementary education, whether in activities within the classroom, in laboratories or in field activities. They will also investigate and develop tools, procedures and guides to foster and expand the insertion of the theme of this Line of Action. Thus, the various projects include improvements and innovations in activities and experiences for laboratory environments, materials for use in the classroom, as well as improvement and development of field activities that strengthen the teaching of the environmental sciences.