Pedagogical practices in the teaching of sciences and environmental belonging in sixth grade students of elementary school: ways for environmental education
Autores: Jamille Silva Rodrigues de Souza, Rena Samyra Souza de Lima e Paulo S�rgio Ara�jo da Silva
Em fun��o das grandes transforma��es hist�ricas e culturais no meio ambiente, a Educa��o Ambiental se torna parte fundamental na sociedade, visto que h� um grande desafio � forma��o cr�tica e consciente dos cidad�os sobre a quest�o ambiental. Nesse sentido, procurou-se investigar: como pr�ticas pedag�gicas relacionadas ao pertencimento ambiental contribuem para problematiza��o de concep��es/ideias/conceitos que os alunos possu�am sobre: lixo, polui��o, desmatamento, meio ambiente, rela��o homem-natureza, atrav�s dos cinco sentidos? Por meio da pesquisa qualitativa, investigou-se uma metodologia de ensino com dura��o de 4 aulas de 40 minutos, e esta foi gravada em �udio e v�deo para posterior transcri��o das falas. Observou-se que nos resultados houve uma evolu��o no conceito de ambiente produzidos em desenhos e em debates em sala de aula. Al�m disso, a abordagem de ensino construtivista subsidiou aprendizagem significativa sobre os assuntos abordados, desencadeadas por pr�ticas pedag�gicas voltadas para a no��o de pertencimento ambiental.
Due to the great historical and cultural changes in the environment, Environmental Education becomes a fundamental part of society, since there is a great challenge to the critical and conscious formation of citizens on the environmental issue. In this sense, we sought to investigate: how did pedagogical practices related to environmental belonging contribute to the problematization of conceptions / ideas / concepts that the students had about: garbage, pollution, deforestation, environment, man-nature relationship, through the five senses? Through the qualitative research, a methodology of teaching with a duration of 4 classes of 40 minutes was investigated, and this one was recorded in audio and video for later transcription of the speeches. It was observed that in the results there was an evolution in the concept of environment produced in drawings and debates in the classroom. In addition, the constructivist teaching approach subsidized meaningful learning about the issues addressed, triggered by pedagogical practices focused on the notion of environmental belonging.
Educa��o ambiental; Meio ambiente; Pertencimento.
Environmental education; Environment; Belonging.