Trilha interpretativa como proposta de sequência de ensino para promoção da Educação Ambiental em Quatipuru/PA

Abstract

Garbage and solid waste cause several environmental and social problems, thus they should be utilized by schools in order to promote an Educational/Environmental criticism and create conscious and sensitized citizens as we face man-made the environmental impacts. In that sense, it‟s necessary the utilization of an educational sequence both inside and outside the academic spaces, such as interpretive trails, in order to promote the students perception regarding the disregard towards the environment; developing their sensitizing regarding the impacts caused by the human being, as well as the development of criticism. Educational sequences are able to bring us different perceptions and sharpen the comprehension of every individual‟s role regarding the production of waste. The general goal of this study is to promote the environmental sensitization of 7th grade students of a public school in the city of Quatipuru (Pará State), through an educational sequence that utilizes an interpretive trail. This research aims to perceive the main challenges faced by teachers regarding Environmental Education, while dealing with students from disciplines related to Natural Sciences. It intends to increase the environmental sensitization, building up an educational sequence, analyzing the perceptions about waste disposal before and after the activities, as wells as evaluating the pros and cons of utilizing this type of approach to model both sensible and critical citizens regarding environmental impact. We conducted several activities involving evaluation quizzes; library activities; utilization of internet through cellphones; utilization of ambient temperature sensors; interpretive trails; seminars and group discussions. At the end of the process, we elaborated an educational product containing a guide aimed at educators for this activity both in academic and non-academic spaces, through an educational sequence that includes pre- field, in-field and post-field activities. The educational sequence proposed, created both thought-provoking and sensitizing moments about the serious socio-environmental issues caused by human action. We noticed a broader interest and sensitization of the students at the end of the activities, therefore evidencing a reflection about better habits regarding waste production and disposal, as well as the role of each individual while facing the situation of its own neighborhood, around school and around.