Educação ambiental crítica e o consumo de água: contribuições de um Caderno Pedagógico Investigativo interdisciplinar à luz da Pedagogia Histórico-Crítica

Abstract

This research investigates the problem of the water crisis and high water consumption in the municipality of Iporá (GO). Given this scenario and the fragmentation of teaching, the study aimed to analyze the contributions of an interdisciplinary Investigative Pedagogical Notebook (Geography and Mathematics), in the light of Historical- Critical Pedagogy (HCP) and Critical Environmental Education (CEE), for the critical reading of reality and the proposition of actions in the school context. Characterized as qualitative, applied, and pedagogical intervention, the research was developed at Colégio Estadual Edmo Teixeira with the participation of 26 students from the 6th and 7th grades of Elementary School. Data collection occurred through participant observation, analysis of student productions, and a validation form, with the corpus submitted to Bardin's Content Analysis and data triangulation. The Educational Product, based on the dialectical articulation of the five methodological moments of HCP, mobilized a field action at the springs of Ribeirão Santa Marta as an intentional approach to the Initial Social Practice, unfolding organically into 14 classroom meetings. In these meetings, students mobilized geographical and mathematical knowledge to investigate everything from the school's water bill to the "invisible water" consumed by agriculture and industry. The results evidenced the advance from a syncretic view to a broadened understanding of the water crisis. However, the research indicates that this appropriation occurred heterogeneously and that the elaboration of action mini-plans configured an embryonic approach to socio-environmental praxis. It is concluded that the notebook, evaluated more favorably by students in its refined version, constitutes a formative instrument with the potential to promote contextualized, critical, and transformative teaching, conditioned to the teacher's intentionality and pedagogical mediation.