Educação ambiental na escola: análise didático-pedagógica do Ribeirão dos Ranchos (Adamantina-SP) como objeto de estudo escolar e de pesquisa
Arquivos
Data
2023-03-18
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A realização de projetos de educação ambiental nas escolas públicas ainda é algo recente dentro do cenário pedagógico brasileiro. A partir da década de 1970, e sob pressão de organismos internacionais, emergiram documentos e subsídios na esfera nacional. No entanto, a sua concretização nas salas de aula ainda é algo a ser superado pelas unidades escolares. Nos últimos anos, o Estado de São Paulo implantou o Programa de Ensino Integral, onde professores e alunos possuem aumento de sua carga horária, com novas disciplinas e atividades, com foco nos projetos de vida destes últimos. Em 2020, a EE Helen Keller, localizada em Adamantina-SP, um pequeno município do extremo oeste paulista, também passa a integrar esse programa. Nesse sentido, o objetivo desse trabalho foi promover e problematizar a educação ambiental a partir de uma experiência didático-pedagógica, em uma unidade escolar vinculada ao Programa de Ensino Integral, localizada em Adamantina-SP, tendo a Bacia Hidrográfica do Ribeirão dos Ranchos como universo de estudo. Para sua condução optou-se pelos alunos dos 8º e 9º anos do ensino fundamental, em um componente curricular denominado eletiva. Para a promoção dessa experiência didático-pedagógica, foram utilizadas metodologias ativas e estudos do meio, as quais colocam o aluno como protagonista do processo de ensino-aprendizagem. Após a finalização de tal experiência, foram realizadas análises de dados coletados a partir de questionários aplicados a este público, bem como aos docentes e gestores dessa unidade escolar. Através dessas análises observou-se que o trabalho inter ou transdisciplinares com projetos de educação ambiental é algo necessário nas unidades escolares. A utilização de metodologias ativas e os estudos do meio proporcionam melhores resultados educacionais, aliado a um maior engajamento dos alunos nas aulas. Percebeu-se que os docentes e gestores que possuem maior apropriação de documentos que versam sobre a Educação Ambiental, pertencem à área de Área de Ciências Humanas e Sociais Aplicadas e Ciências da Natureza e suas Tecnologias, em especial os docentes dos componentes curriculares de geografia e ciências (biologia), que integram estas áreas respectivamente, bem como os que possuem maior tempo de atuação. No entanto, constatou-se que tanto os alunos, como docentes e gestores, em sua maioria, ainda apresentam uma visão reducionista de Educação Ambiental, centrada numa ideia preservacionista. Cumpre enfatizar que isso reflete a ausência de formações e subsídios destes últimos, que podem ser eventualmente sanados pela própria unidade escolar e órgãos centrais. Desse modo, acredita-se que a experiência didático-pedagógica, desenvolvida na EE Helen Keller, vinculada ao Programa de Ensino Integral, localizada em Adamantina-SP, tendo a Bacia Hidrográfica do Ribeirão dos Ranchos como universo de estudo, poderá ser replicável em outras unidades escolares com condições similares a este. Por fim, espera-se que o presente trabalho, pelo seu ineditismo, possa contribuir para estudos mais aprofundados sobre a realização de experiências didático-pedagógicas que promovam a educação ambiental nas escolas, em especial as vinculadas ao Programa de Ensino Integral, tendo como foco os recursos hídricos locais e, em longo prazo, para composição de materiais e subsídios que apoiem o trabalho dos docentes em sala de aula.
The implementation of environmental education projects in public schools is still recent in the Brazilian pedagogical scenario. Starting in the 1970s, and under pressure from international organizations, documents and subsidies emerged in the national sphere. However, its implementation in classrooms is still something to be overcome by school units. In recent years, the State of São Paulo has implemented the Integral Education Program, where teachers and students have an increased workload, with new subjects and activities, focused on the life projects of the latter. In 2020, the Helen Keller School, located in Adamantina-SP, a small town in the far west of São Paulo, will also be part of this program. In this sense, the goal of this work was to promote and problematize environmental education from a didactic-pedagogical experience in a school unit linked to the Programa de Ensino Integral, located in Adamantina-SP, having the Watershed of Ribeirão dos Ranchos as a study universe. The students of the 8th and 9th grades of elementary school were chosen to participate in a curricular component called elective. To promote this didactic-pedagogical experience, active methodologies and environmental studies were used, which place the student as the protagonist of the teaching-learning process. After the end of this experience, data collected from questionnaires applied to this public, as well as to teachers and managers of this school unit, were analyzed. Through these analyses it was observed that the inter or transdisciplinary work with environmental education projects is something necessary in school units. The use of active methodologies and environmental studies provide better educational results, coupled with greater student engagement in the classroom. It was noticed that teachers and managers who have greater appropriation of documents dealing with Environmental Education belong to the area of Human and Applied Social Sciences and Nature Sciences and their Technologies, especially teachers of curricular components of geography and sciences (biology), which integrate these areas respectively, as well as those who have more time working. However, it was found that students, teachers and managers, in their majority, still have a reductionist view of Environmental Education, centered on a preservationist idea. It should be emphasized that this reflects the lack of training and subsidies for the latter, which can eventually be remedied by the school unit itself and central bodies. In this way, it is believed that the didactic-pedagogical experience, developed at EE Helen Keller, linked to the Programa de Ensino Integral, located in Adamantina-SP, having the Watershed of the Ribeirão dos Ranchos as a study universe, can be replicated in other school units with similar conditions to this one. Finally, it is expected that this work, due to its uniqueness, may contribute to further studies on the implementation of didactic and pedagogical experiences that promote environmental education in schools, especially those linked to the Programa de Ensino Integral, focusing on local water resources and, in the long term, to the composition of materials and subsidies to support the work of teachers in the classroom.
The implementation of environmental education projects in public schools is still recent in the Brazilian pedagogical scenario. Starting in the 1970s, and under pressure from international organizations, documents and subsidies emerged in the national sphere. However, its implementation in classrooms is still something to be overcome by school units. In recent years, the State of São Paulo has implemented the Integral Education Program, where teachers and students have an increased workload, with new subjects and activities, focused on the life projects of the latter. In 2020, the Helen Keller School, located in Adamantina-SP, a small town in the far west of São Paulo, will also be part of this program. In this sense, the goal of this work was to promote and problematize environmental education from a didactic-pedagogical experience in a school unit linked to the Programa de Ensino Integral, located in Adamantina-SP, having the Watershed of Ribeirão dos Ranchos as a study universe. The students of the 8th and 9th grades of elementary school were chosen to participate in a curricular component called elective. To promote this didactic-pedagogical experience, active methodologies and environmental studies were used, which place the student as the protagonist of the teaching-learning process. After the end of this experience, data collected from questionnaires applied to this public, as well as to teachers and managers of this school unit, were analyzed. Through these analyses it was observed that the inter or transdisciplinary work with environmental education projects is something necessary in school units. The use of active methodologies and environmental studies provide better educational results, coupled with greater student engagement in the classroom. It was noticed that teachers and managers who have greater appropriation of documents dealing with Environmental Education belong to the area of Human and Applied Social Sciences and Nature Sciences and their Technologies, especially teachers of curricular components of geography and sciences (biology), which integrate these areas respectively, as well as those who have more time working. However, it was found that students, teachers and managers, in their majority, still have a reductionist view of Environmental Education, centered on a preservationist idea. It should be emphasized that this reflects the lack of training and subsidies for the latter, which can eventually be remedied by the school unit itself and central bodies. In this way, it is believed that the didactic-pedagogical experience, developed at EE Helen Keller, linked to the Programa de Ensino Integral, located in Adamantina-SP, having the Watershed of the Ribeirão dos Ranchos as a study universe, can be replicated in other school units with similar conditions to this one. Finally, it is expected that this work, due to its uniqueness, may contribute to further studies on the implementation of didactic and pedagogical experiences that promote environmental education in schools, especially those linked to the Programa de Ensino Integral, focusing on local water resources and, in the long term, to the composition of materials and subsidies to support the work of teachers in the classroom.
Descrição
Palavras-chave
Educação ambiental, Experiência didático-pedagógica, Ribeirão dos Ranchos, Programa de ensino integral, EE Helen Keller, Environmental education, Didactic-pedagogical experience, Helen Keller School