Práticas pedagógicas no ensino das ciências ambientais no ensino médio paraense

Abstract

This dissertation investigates the pedagogical practices developed in upper secondary education in the state of Pará within the field of Environmental Sciences, considering the challenges and possibilities of contextualized, interdisciplinary teaching articulated with the Amazonian socio-environmental reality. The research is guided by the following central question: in what ways can pedagogical practices in upper secondary education at the Institute of Education of the State of Pará (IEEP) contribute to the contextualization of Environmental Sciences teaching based on students’ experiences and territory? The study is grounded on the assumption that Environmental Sciences teaching, when based on national curricular guidelines, especially the National Common Curricular Base (BNCC), and articulated with local realities, can foster the development of cognitive, socio-emotional, and ethical-political competencies, contributing to comprehensive education. The objectives of the study are to analyze the historical development of Environmental Sciences teaching from a global perspective; to characterize the pedagogical practices developed in upper secondary education in Pará; and to produce an e-book with pedagogical guidelines for Environmental Sciences teaching, grounded in principles of teacher education and aimed at strengthening teaching practice. The methodology adopted is bibliographic, documentary, and field-based, with a qualitative approach, articulating theoretical review and empirical analysis based on the application of questionnaires to upper secondary education teachers. Field research was conducted at the IEEP, located in the city of Belém, with teachers working at this stage of basic education as participants. The research findings indicate that pedagogical practices in Environmental Sciences in the investigated context are predominantly characterized by sporadic and weakly systematized actions, influenced by gaps in teacher training, weaknesses in curricular organization, and institutional limitations. At the same time, potentialities are identified related to the appreciation of the territory, interdisciplinarity, and the use of participatory methodologies, especially projects and practical activities, recognized by teachers as strategies capable of increasing student engagement. In this context, the e-book developed in this dissertation emerges as a support tool for teacher education and pedagogical planning, as it articulates theoretical foundations, methodological guidelines, and contextualized proposals, contributing to the strengthening of critical, interdisciplinary, and socially grounded pedagogical practices in upper secondary education in Pará.