O ensino de ecologia e o sentimento de pertencimento do estudante no ensino fundamental com a Floresta Amazônica

Abstract

The teaching of ecology should contribute to the training of citizens concerned with sustainability who feel in fact belonging to the biome in which they are inserted. Understanding the greatness of the Amazon region and the situation of progressive degradation in which it finds itself, this qualitative research aimed at understanding how ecology teaching may be contributing to the feeling of belonging of elementary school students in the Amazon. As secondary objectives, the research sought to analyse how is the teaching of ecology during elementary school, to know the experience of these students in natural, non-formal and formal teaching environments, in addition to investigating whether there are occurrences of feelings of belonging of students to with the Amazon Rainforest to achieve these objectives, 9th grade students were interviewed, and all data from data collection were worked from the methodology of Discursive Textual Analysis. The results found pointed out that the teaching of ecology is occurring in a decontextualized way, without the necessary valorisation of the elements of fauna and flora. It was also observed that there were no school initiatives that placed these students in interaction with natural, non-formal and formal teaching environments. The students showed a certain attachment and appreciation to the Amazon region, indicating that family situations would be the main motivation for this. We conclude that the students show to feel belonging to the Amazon region, however little ecological knowledge was built based on this feeling during elementary school This research may contribute to understanding the feeling of belonging as a cognitive value, that is able to be stimulated in the teaching-learning process of ecology, making this knowledge built on a solid basis, which will motivate practical attitudes of valorisation and concern with the sustainability of the Amazon.