Alcances, possibilidades e impactos de metodologias em educação patrimonial ambiental

Abstract

The research in question evidences the dialogue between constructivist‟s principles, Environmental Education and Heritage Education taking as source the educative activities of 11 teachers to identify them as proposals of the Environmental Heritage Education. The teachers have as common existential moment the fact to have participated of the Workshop of carried through Heritage Education in March of 2006 the city of Vigia de Nazaré-Pará. The Environment Heritage Education is being constructed in the Group of Environment Heritage Education of the Institute of Mathematical and Scientific Education of the UFPA and considers the environment with its dimensions natural, social and cultural as patrimony that it needs also to be valued as object of study and quarrel in the education in general. The research walks for the plurality and methodological trespass using contribuicions of the qualitative research, phenomenological research, study of case and research-action with the main objective to analyze you reach them, the possibilities and the educative impacts of the methodological proposals in Environment Heritage Education used by teachers of the city de Vigia de Nazaré in its pertaining to school activities with the pupils. The data had been assimilated by means of interviews and accompaniment of the activities of the teachers' schools or other places of Vigia. The results disclose that the methodologies in Environmental Heritage Education had reached the level of infantile education, the initial series of basic education, the inclusive education of deficient appearances and the education of young and adults by means of lessons and small pertaining to school projects. As possibilities it can extend itself in general for the inclusive education, average and superior education and be part of the curricular matrix or the calendar of activities of the schools and the city. The main impact of these methodologies was to promote the identification of professors and pupils as elements of the environment-patrimony and the taking of conscience to carry through the socioambientals combat in defense of natural, historical, social and cultural the inheritance of the community that it needs to be preserved for the future generations.