O ensino interdisciplinar das ciências ambientais como prática pedagógica contextualizada nas escolas do campo

Abstract

Education/field ownership has local specificities and requires a critical stance in relation to teaching models. The research addressed the teaching of environmental sciences as a pedagogical practice contextualized in rural schools. Aiming to understand educational practices in multigrade classes in order to contribute to the process of teaching environmental sciences in rural schools in Lábrea – Amazonas. The methodology was a multiple case study (Yin (2015), using bibliographic and documentary research, in addition to data collection techniques through semistructured interviews. The research participants were the rural/field education coordinator at SEMEC and the teachers at the municipal schools São Francisco and São Sebastião, located in the municipality of Lábrea - AM. Through the content analysis proposed by Bardin (2016), an analysis was carried out on the data collected on the educational practices developed in these schools in the context of teaching environmental sciences. I note that the teaching of environmental sciences is not included in the pedagogical practice of teachers, they approach environmental issues punctually and decontextualized from the curricular components. It is necessary to have a curricular teaching proposal establishing a correlation in an interdisciplinary, transversal way and involving knowledge a result of this work, the interdisciplinary teaching guide “Dialogues on teaching environmental sciences in multigrade classrooms” was developed. Seeking to break with traditional paradigms and methods, proposing contextualized and interdisciplinary learning.