As práticas pedagógicas no ensino de geografia: conservação e conscientização ambiental

Abstract

Environmental degradation is currently a worldwide concern. As such, integrating environmental education into geography teaching in basic education institutions is important, as it provides students with knowledge about issues pertinent to their reality. Pedagogical practices aim to develop critical thinking, encourage active participation and raise awareness of environmental conservation, thus building a conscious and preservationist character in the place where people live. Thus, the aim of this study is to propose, through environmental education, projects aimed at raising awareness of the environment based on three guiding principles: problematization of environmental education practices in geography teaching; the difficulties of implementing environmental education in elementary school; and the analysis of the process of inserting environmental education in the context of school geography. The methodology adopted to obtain the data is based on Minayo's (2012) ten premises, in which it emerges that the process of analyzing qualitative research, in order to be reliable, needs to contain the structuring terms of qualitative research, which are the verbs: understand and interpret; and the nouns: experience, living, common sense and social action. Among the ten premises, it stands out that the analysis begins with understanding and internalizing the philosophical and epistemological terms that guide the investigation. In this context, the active methodology highlights Problem-Based Learning as a pedagogical tool whose aim is to establish a pedagogical method focused on the learner, with the goal being learning based on collaboration and motivation. Thus, students use problem situations as a research topic and stimulus for developing critical thinking and solution skills that will culminate in learning and the acquisition of knowledge about the study in question. With the realization of each project developed, the students not only learned about geographical categories and concepts, but also developed sustainable values and attitudes that can be taken into their lives. In addition, active participation contributed to the development of socio-emotional skills such as teamwork, responsibility and empathy for the place in which they live. The act of learning Geography wasn't just about reading maps, it was actually about developing the individual's critical sense of the problems in the environment and the community in which they live.