A Geografia e o saneamento básico no 5º ano do Ensino fundamental: a mediação da educação socioambiental significativa e colaborativa em sala de aula
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Data
2022-05-02
Autores
Sanches, Rafael Martins
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Universidade Estadual Paulista (Unesp)
Resumo
A proteção dos recursos hídricos e sua relação com o saneamento ambiental é de extrema importância para a manutenção da vida, organização social e alcance do desenvolvimento sustentável. Pesquisas relacionadas ao recurso natural água, com aplicação no âmbito educacional tem sido cada vez mais constantes e necessários, o que ressalta a emergência de um olhar significativo para a atual tratativa ambiental. Nesse sentido, este trabalho pauta-se na tomada do saneamento ambiental como eixo articulador para o processo de ensino e aprendizagem no 5º Ano do Ensino Fundamental de uma Unidade Escolar situada no município paulista de Embaúba. Com o objetivo de demonstrar como a Geografia, a Ciências da Natureza e a Educação Socioambiental são indissociáveis no processo educativo, estabeleceu-se a Aprendizagem Significativa e Colaborativa (Ausubel, 1968) como ação norteadora na aplicação de uma Sequência Didática investigativa, para compreender de que maneira os alunos da série escolar em questão compreendem a relação sociedade-natureza. A metodologia utilizada foi qualitativa, com desenvolvimento de uma intervenção pedagógica focada na dialogicidade, trocas de experiências entre os pares, respeito à diversidade e ação social coletiva na promoção de uma formação cidadã. A aplicação da Sequência Didática contemplou as tipologias de conteúdos descritos em Zabala (1998) e itinerário pedagógico proposto por Dolz, Noverraz e Schneuwly (2004), com práticas de estudo do meio e trabalho em equipe, a partir de problematizações da realidade. Com a obtenção dos resultados, pode-se concluir que se faz cada vez mais necessário uma educação voltada para a sustentabilidade ambiental, que supera o paradigma newtoniano-cartesiano e, através da interdisciplinaridade, promova uma Educação transformadora de realidades.
The protection of water resources and its relationship with environmental sanitation is extremely important for the maintenance of life, social organization and the achievement of sustainable development. Research related to the natural resource water, with application in the educational field, has been increasingly constant and necessary, which highlights the emergency of a significant look at the current environmental treatment. In this sense, this research is guided by taking environmental sanitation as a fundamental articulating axis for the teaching and learning process in the 5th Year of Elementary School of a School Unit located in the city of Embaúba in São Paulo. In order to demonstrate how Geography, Natural Sciences and Socio-Environmental Education are inseparable in the educational process, Meaningful and Collaborative Learning was established as a guiding action in the application of an investigative Didactic Sequence, to understand how students of the school grade in question comprise the society-nature relationship. Using a qualitative methodology, and with the development of a pedagogical intervention focused on dialogs, exchanging peers experiences and based on diversity and collective social action in the promotion of citizen education. The application of the Didactic Sequence contemplated the typologies of content described in Zabala (1998) and pedagogical itinerary proposed by Dolz, Noverraz and Schneuwly (2004), with practices of study of the environment and teamwork, from problematizations of reality. With the results obtained, we must concluded that an education focused on environmental sustainability is increasingly necessary, which overcomes the Newtonian-Cartesian paradigm and, through interdisciplinarity, promotes an Education that transforms realities.
The protection of water resources and its relationship with environmental sanitation is extremely important for the maintenance of life, social organization and the achievement of sustainable development. Research related to the natural resource water, with application in the educational field, has been increasingly constant and necessary, which highlights the emergency of a significant look at the current environmental treatment. In this sense, this research is guided by taking environmental sanitation as a fundamental articulating axis for the teaching and learning process in the 5th Year of Elementary School of a School Unit located in the city of Embaúba in São Paulo. In order to demonstrate how Geography, Natural Sciences and Socio-Environmental Education are inseparable in the educational process, Meaningful and Collaborative Learning was established as a guiding action in the application of an investigative Didactic Sequence, to understand how students of the school grade in question comprise the society-nature relationship. Using a qualitative methodology, and with the development of a pedagogical intervention focused on dialogs, exchanging peers experiences and based on diversity and collective social action in the promotion of citizen education. The application of the Didactic Sequence contemplated the typologies of content described in Zabala (1998) and pedagogical itinerary proposed by Dolz, Noverraz and Schneuwly (2004), with practices of study of the environment and teamwork, from problematizations of reality. With the results obtained, we must concluded that an education focused on environmental sustainability is increasingly necessary, which overcomes the Newtonian-Cartesian paradigm and, through interdisciplinarity, promotes an Education that transforms realities.
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Palavras-chave
Saneamento ambiental e sustentabilidade, Educação socioambiental e interdisciplinaridade, Aprendizagem significativa e colaborativa, Environmental sanitation and sustainability, Socio-environmental education and interdisciplinarity, Meaningful and collaborative learning