Sequência didática com viés investigativo para a prática de educação ambiental na escola

Abstract

Environmental Education arose from the need to reflect on the relationship between humanity and nature. It was noticed that, in favor of economic and industrial development, of exacerbated consumerism and the exploitation of natural resources, the planet is changing and altering the natural aspects of the environment, essential to living beings. In Brazil, the environmental theme gained prominence in environmental policies and in the National Curriculum Parameters. The practice of this reflection in schools takes place in workshops and discussions in the classroom and in carrying out manual activities and often the object of the Environmental Education ended in the activity itself, without generating proposals by the students or continuous actions. The proposal of this project aims to guide the construction of a pedagogical game, based on an investigative didactic sequence, which seeks reflection and discussion on environmental issues, including the global, regional and local scale (school and community). The pedagogical activities were developed through emergency remote education, as well as the entire research stage of the students. The environmental issues researched and proposed by the students were part of the cards of a game, which addressed the elements of the city, enabling the identification and reflection on the researched attitudes and problems. The use of the didactic sequence and the construction of the game can collaborate with a practice of collective and emancipatory environmental education, enabling students to experience teaching based on the method of scientific investigation.