Percepção e ambiente: o igarapé do passarinho através dos mapas mentais de estudantes do ensino médio

Abstract

With the advancement of human activities in the present century, a scenario emerges that represents a latent threat to the environment and society itself, which may be related to the level of understanding and perception that individuals have of the environmental issues that involve their places of life and existence. Based on this assumption, we were encouraged to reflect on the perception and environment of Igarapé do Passarinho. This aspect became the main basis that drove this research. Thus, the general objective of this study was: To understand the perception of high school students in relation to Igarapé do Passarinho, observing whether this space is one of topophilia or topophobia. The specific objectives that outlined this work were: 1. Historically contextualize the process of occupation of Igarapé do Passarinho; 2. Verify, through the perception of high school students, the relationship they have with Igarapé do Passarinho; 3. Represent Igarapé do Passarinho based on mental maps drawn by students in the final years of high school and, finally; 4. Understand the community's relationship with Igarapé do Passarinho taking as a reference the perception and representation through the mental maps of high school students. To achieve these objectives, we seek the methodological principles of phenomenology, with perception as an important category for understanding the landscapes studied, with mental maps being the main elements of this research. The social subjects involved were 100 students enrolled in the three grades of full-time high school, from the academic years 2023 and 2024, at the Escola Estadual de Tempo Integral Profª Lecita Fonseca Ramos, located at Rua: Imburana nº 89, neighborhood: Monte das Oliveiras, North Zone of Manaus. From the Maps created by the students, we selected 20 that are discussed in this work and represent the social and environmental aspects in the urban environmental context.