Construindo práticas educativas inovadoras no ensino fundamental com enfoque em educação ambiental: estudo exploratório em uma escola estadual do município de São Paulo (2005)

Abstract

This study on environmental education intends to reflect upon possible contributions to environmental education through educational activities in the building of a critical and responsible consciousness on the students. The research proposes that new activities are also able to cooperate in the teaching-learning process as well as to afford conditions for group activities in environmental education. It dealt with the interaction between teacher and primary school students, and of the latter among themselves and the natural world, through creativity and affection, as agents of transformation in the world they live in. The work had as main purpose to apply and evaluate educational activities that might help the teacher to stimulate the student to respect Nature, through participation and interaction in the construction of the citizenship. For such purpose it was divided into two distinct moments: first, the available literature was researched in order to define the educational activities and also environmental education. The work had its foundations on the four pillars of education: learn to know, learn to do, learn to live together and learn to be (Delors, 2003). The second part consisted on artistic and social activities with fourth-grade students of a public school in Sao Paulo. Ikebana and origami workshops, paper recycling, comic books and field trips do the park were the main activities performed. This investigation was run through a participative observation, application of questionnaires to the director, teachers and students, and also with the help of video and audio recordings, photographs, field diary and testimonies obtained from the students and their parents. The methodology used was the qualitative, more specifically, an exploratory study case with the permanent interaction of the art teacher and the ordinary teacher. The data has been analyzed through to the treatment and tabulation of categories technique, according to Bardin (2004). Regarding ikebana and origami activities, as well as paper recycling, a better capability of the teachers involved in the process was considered necessary. We could consider that new educational activities were able to cooperate with the teaching-learning process and to contribute to sensitize and motivate the students to learn values focused on respect of Nature and the environmental issues in their daily life.