Engajamento disciplinar produtivo e educação ambiental na escola: importância do protagonismo juvenil na gestão de resíduos sólidos

Abstract

The present work seeks to analyze how Environmental Education (EE) in school can promote Productive Disciplinary Engagement (PDE) in students, intending to measure the degree of their involvement with the themes in EE. A was developed in a state school (located in the municipality of Pedras de Fogo/PB. The target audience was composed of 37 seventh-year elementary school students. The Pedagogical Intervention Project (PIP) entitled Sustainable Protagonism was developed throughout the 2019 school year. The methodology was focused on qualitative research of action research. We sought through the study to understand how the educational processes in AS could contribute to the formation of a leading student responsible for the sustainable use of the natural resources with which it interacts. The actions took place within the science, oriented study and experimental practices classes. Two central guiding axes were worked per semester in the development of activities; we started with the production of Composting and in the second semester with the implementation of the school garden. The data were analyzed based on a tool proposed by Souza (2015) from the work of Engle and Conant (2002) to measure the degree of P DE of students during the activities. The activities were guided by the structuring of Investigative Teaching Sequences - ITS (Carvalho, 2013) outlining in the activities, their pedagogical intentions and forms of evaluation. Indicators of the engagement/discipline/productivity relationship appear and are corroborated by the evaluation contents verified. The establishment of teacher/class relationships guided the emergence of youth protagonism expressed by the students.