Skip to Main content Skip to Navigation
Book sections

Panorama da formação de professores no campo da educação ambiental a luz da A.S.I.

Abstract : This research is based on the theoretical-methodological analysis of a study with 149 works on the interface of teacher education and Environmental Education (EA) of the main national events of the area (ANPEd, ANPPAS and EPEAs) between 2001 and 2017. Research is part of a theoretical cut of the master's dissertation of the main author. To address this issue we refer to theoretical references that consider the environmental dimension essential for education at all levels, based on the critical analysis of the socio-environmental reality and its current demands. The data obtained were analyzed using the Statistical Implication Analysis - A.S.I., using CHIC 6.0 software. These analyzes, modeled with the CHIC 6.0 software and linked to the interpretive hermeneutics of the subjects studied, lead us to an understanding of the theoretical production of the phenomenon under study, especially with regard to the theoretical and methodological assumptions of environmental production aimed at teacher training. base relations of near-implication between variables in the perspective of understanding the trends, gaps and biases on the topic addressed.
Complete list of metadata
Contributor : Jean-Claude Regnier Connect in order to contact the contributor
Submitted on : Friday, November 22, 2019 - 9:40:35 AM
Last modification on : Wednesday, March 30, 2022 - 3:30:02 PM


  • HAL Id : hal-02375561, version 1



Cristiana Marinho Da Costa, Carmen Roselaine de Oliveira Farias, Quércia Carvalho Eloi, Vladimir Lira Veras Xavier de Andrade, Jean-Claude Régnier. Panorama da formação de professores no campo da educação ambiental a luz da A.S.I.. Jean-Claude Régnier, Régis Gras, Michel Henry, Raphaël Couturier, Guy Brousseau. Analyse Statistique Implicative. Cadre théorique en relation étroite et au service de multiples disciplines, UBFC - Université Bourgogne - Franche Comté, pp.353-364, 2019, 978-2-9562045-2-7. ⟨hal-02375561⟩



Record views