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Literacia Ambiental dos Estudantes Finalistas do Ensino Secundário na Região Autónoma dos Açores
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Authors
Abstract(s)
A literacia ambiental é algo que tomamos como adquirido para as novas gerações, tendo em conta os curricula dos vários graus de ensino, que abordam temas importantes como sejam a poupança de recursos e a gestão responsável de resíduos. No entanto, somos muitas vezes confrontados com comportamentos que não traduzem esta aprendizagem, o que nos leva a interrogar se a mensagem está a passar de forma fluída. Até ao final do ensino secundário, é expectável que os estudantes conheçam os principais problemas ambientais que afetam as sociedades atuais, e que saibam quais as medidas / atitudes / comportamentos adequados perante determinadas situações. Este trabalho pretende avaliar a literacia ambiental dos estudantes à chegada ao ensino superior, e em particular aqueles que realizaram o seu percurso formativo na Região Autónoma dos Açores. Pretende entender a frequência e abrangência do ensino voltado para a sustentabilidade nas escolas, sugerir melhorias para tornar a educação ambiental mais eficaz, e analisar o perfil dos alunos ao final do ensino obrigatório em relação à sua consciência e práticas ambientais.
Os resultados preliminares de um inquérito, realizado junto dos alunos do primeiro ano de 15 cursos das áreas científicas e humanas lecionadas na academia açoriana, demonstram que a maioria dos alunos, com uma percentagem de 92,8% não são, ou foram, membros de algum grupo ou organização de defesa do ambiente, 36,1% dos alunos fazem sempre a separação dos resíduos, colocando-os nos diferentes ecopontos, e 60,3% afirmam que nunca deixam a torneira aberta enquanto escovam os dentes. Nas atitudes verificou-se que 42,2% dos estudantes discorda da afirmação “a tecnologia irá resolver os nossos problemas ambientais”. Comparando os resultados dos inquéritos realizados em todos os cursos de Licenciatura, os alunos dos cursos de ciências naturais apresentam maior sensibilidade perante os problemas ambientais que estamos a enfrentar.
ABSTRACT: Environmental literacy is something we take for granted for the new generations, given the curricula at various levels of education, which cover important topics such as saving resources, responsible waste disposal, etc. However, we are often confronted with behaviour that does not reflect this learning, which leads us to question whether the message is getting through. By the end of secondary school, it is expected that students will know the main environmental problems affecting today's societies, and that they will know what the correct measures/attitudes/behaviours are when faced with certain situations. This study aims to assess the environmental literacy of students on their arrival at higher education, particularly those who have completed their training in the autonomous region of the Azores. It aims to understand the frequency and scope of sustainability education in schools, to suggest improvements to make environmental education more effective and to analyse the profile of students at the end of compulsory education in relation to their environmental awareness and practices. The preliminary results of a survey carried out among first-year students on 15 courses in the scientific and humanities areas taught at the Azorean academy show that the majority of students, 92.8%, are not or have not been members of any environmental group or organisation, 36.1% of students always separate waste, placing them in different recycling bins, and 60.3% say they never leave the tap running while brushing their teeth. In terms of attitudes, 42.2 per cent of students disagreed with the statement ‘technology will solve our environmental problems’. Comparing the results of surveys carried out on all the courses, the natural sciences courses are more sensitive to the environmental problems we are facing.
ABSTRACT: Environmental literacy is something we take for granted for the new generations, given the curricula at various levels of education, which cover important topics such as saving resources, responsible waste disposal, etc. However, we are often confronted with behaviour that does not reflect this learning, which leads us to question whether the message is getting through. By the end of secondary school, it is expected that students will know the main environmental problems affecting today's societies, and that they will know what the correct measures/attitudes/behaviours are when faced with certain situations. This study aims to assess the environmental literacy of students on their arrival at higher education, particularly those who have completed their training in the autonomous region of the Azores. It aims to understand the frequency and scope of sustainability education in schools, to suggest improvements to make environmental education more effective and to analyse the profile of students at the end of compulsory education in relation to their environmental awareness and practices. The preliminary results of a survey carried out among first-year students on 15 courses in the scientific and humanities areas taught at the Azorean academy show that the majority of students, 92.8%, are not or have not been members of any environmental group or organisation, 36.1% of students always separate waste, placing them in different recycling bins, and 60.3% say they never leave the tap running while brushing their teeth. In terms of attitudes, 42.2 per cent of students disagreed with the statement ‘technology will solve our environmental problems’. Comparing the results of surveys carried out on all the courses, the natural sciences courses are more sensitive to the environmental problems we are facing.
Description
Dissertação de Mestrado, Ambiente, Saúde e Segurança, 23 de abril de 2025, Universidade dos Açores.
Keywords
Literacia ambiental Ensino Comportamento Sociedade Crise Ecológica
Pedagogical Context
Citation
Botelho, Daniela Dias. (2024). "Literacia Ambiental dos Estudantes Finalistas do Ensino Secundário na Região Autónoma dos Açores". 83 p. (Dissertação de Mestrado em Ambiente, Saúde e Segurança). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8723