Educação ambiental além da sala de aula: proposta de uma sequência didática

Abstract

Education occurs in different circumstances in human life and must prepare the individual for the whole course of his existence. Current literature confirms that in order to address the various aspects imposed by contemporary society, it is necessary for teachers to develop diversified strategies in their pedagogical practice, including non-formal education. Non-formal education develops the teaching and learning of historically systematized contents, preparing the individual to act in society as an active citizen. Thus, this study investigated the use of non-formal spaces in the municipality of Jataí ─ GO in the pedagogical practice of elementary school teachers, from a state school, in a 9th grade class, with the intention of allowing a better planning of the activities. making this a time for greater learning. For this, different institutionalized non-formal education spaces were chosen in the city, such as (Municipal Sanitary Landfill and City Ecopoints), for the application of a Didactic Sequence based on dialogicity and interdisciplinarity, covering the curricular components of Geography, Sciences and Environmental Education. In addition to this instrument, questionnaires applied to students and teachers were used to analyze the potential that these spaces offer for understanding the environmental problems of the regions where they are inserted. In addition to the instruments used, a very relevant analysis was the observation during school visits in the spaces. The data obtained through these instruments pointed out that teachers believe that non-formal spaces facilitate the application of school contents, aiding in their understanding. However, they still do not feel prepared for such activities, they cite the importance, but do not insert them in their pedagogical practices. It is therefore essential that initial and continuing teacher education provide opportunities for reflection and discussion about science teaching, seeking to develop criticality for an educational practice consisting of a variety of strategies, including activities in non-formal environments. Thus, it was verified the view that the subjects (9th grade students) have about the Environment, and about the environmental problems, and, above all, how the Science and Geography teachers work the Environmental Education with the students. This is a qualitative research, classified as Participating Research, according to technical criteria. This study revealed that the Didactic Sequence designed to work on Environmental Education with the disciplines of Geography and Science had a positive effect both in formal and non-formal classes. It was found the involvement of students in these classes, especially in classes taught in non-formal environments. The research also revealed that Environmental Education is not worked in an interdisciplinary way, specifically by the disciplines of Science and Geography, being also the first experience that students had in relation to classes in non formal education environments.