Estudo das questões ambientais na educação de jovens e adultos utilizando o fanzine como expressão de aprendizagem

Abstract

In Youth and Adult Education (EJA), environmental issues are dealt with within the contents of ecology, in general, in a content-based way and disconnected from reality. EJA students, in general, are unmotivated and behave as spectators before the knowledge that is transmitted to them. The teacher is challenged to promote teaching strategies that motivate them to participate in the learning process, relating the content studied to their daily lives. The objective was to build scientific knowledge about anthropic environmental impacts using the "zine" as a pedagogical and learning expression tool. We tried to answer the following question: How can the use of a "zine", as a pedagogical strategy, contribute to make EJA students express their perceptions and learning about environmental issues? The activities were developed with twenty students of the EJA modality in a public school in the Agreste of Pernambuco, with a quali-quantitative character and following the participant approach from a didactic sequence with forecast to be applied through hybrid teaching. The didactic-pedagogical strategies were mediated by digital information and communication technology (TDIC) tools in order to produce a zine. The research data were obtained through participant observation, record in notebooks, in classes and debates interpreted in the light of Bardin's content analysis (2011). Eighty fanzines were studied with theoretical deepening in the contents: pollution, environmental degradation, environmental impacts and sustainability, treated in a scientific and contextualized way, linked to emerging environmental issues in contemporary times, awakening the sense of socio-environmental co-responsibility and contributing to the formation of ecological subjects. The systematization of the activities developed during the research resulted in the production of a didactic-pedagogical material - a collection of fanzines, expressing knowledge about environmental issues, composed of a presentation, theoretical foundation, methodological presentation and the students' perception of the study. We understand that this research has contributed to scientific enculturation in Youth and Adult Education, strengthening autonomy, critical thinking, interdisciplinarity, communication, construction of new values from the coexistence with the environment. We hope that the experience recorded here can inspire other teachers to use the zinesque universe as a didactic-methodological resource and as an evaluation tool in their praxis.