Educação ambiental: aplicações metodológicas para abordagem de educação ambiental no ensino médio

Abstract

Environmental education is the area of education that aims to establish a conscious society, regarding environmental aspects, and has as its main principle the promotion of activities that promote the conservation of fauna, flora and natural resources. As a result of the various aspects involving the relationship between man and the environment, a good approach to the subject is essential if the objectives of environmental education be better promoted. Thus, this research aims to put into practice different methods to address the theme, in addition to assessing the students' perception of the environment, and to identify the difficulties of students in relation to the theme, as well as their preference about the practices adopted for its presentation, and finally evaluate the efficiency of the activities performed. This research was carried out with 16 students from two high school classes of 2nd and 3rd grade of Profª Antônia Rangel de Farias, located in the city of João Pessoa, Paraíba. This research is based on the theoretical and methodological assumptions of a qualitative and exploratory research, using a structured questionnaire and participant observation. Awareness raising activities and exposition on the theme were carried out, through an dialogic exhibition class, application of documentary on the theme and then a workshop. The analysis of this research revealed that the students initially did not know how to respond or had little confidence to do so, since the subject matter related to the work was little addressed by the class teacher. Another important aspect observed was a relevant improvement in the responses regarding the satisfaction of methodological approaches and the concept of sustainable development. This research showed that although it was not the first contact of the students with the subject, many had difficulties in expressing what they understood, or omitted to answer, where later the activities taught, they were able to better answer the questions presented to them, which allowed us a satisfactory improvement of the data. Thus, it can be concluded that different methods for addressing content lead to better understanding and participation, facilitating the learning process and promoting dynamics and playfulness in the classroom.