Estratégias didáticas sobre educação ambiental no ensino da educação de jovens e adultos no município de Paripueira, AL

Abstract

The teaching of Environmental Education (EE) is an important path in the conduct of contemporary society to knowledge and respect for social and environmental issues and sustainability, in view of the current global environmental situation. Knowing which teaching strategies of this cross-cutting theme of education that best suit the particularities of each school context is important to develop critical sense and enhance the development of meaningful learning of students on socio-environmental issues. Students of Youth and Adult Education (YAE) present daily particularities to be considered in our didactic practices, including their previous knowledge, in order to seek better options for the teaching of as and that are consistent with their reality. Thus, it was hypothesized that the combination of strategies enhances the learning of YAE students about as. In this perspective, this study aimed to develop didactic strategies that improve the teaching and learning process on Environmental Education for Students of the YAE of the State School Professor Julieta Ramos Pereira, in Paripueira, Alagoas. The research had a qualiquantitative approach. The participants were divided into two groups, one experimental and one control, for which different strategies were applied, with the exception of the dialogued exhibition classes, which were common to the two groups. For the experimental group, a combination of field visits interspersed with dialogued exhibition classes was used, ending the process with an exhibition and presentation at a science fair; for the control group, only conventional approaches were used, but also seeking to centralize the student in the educational process. For quantitative analysis, data from a pre- and one post-test were comparatively used. Qualitatively, the analysis was based on the verification of discursive questions of the pre and post-test, the answers of a questionnaire applied to the experimental group and from the observations made during the moments of application of the strategies. The t-test, comparing the results of the pre and post-test revealed a significant gain in knowledge in both groups, but did not indicate significant differences between them. However, the qualitative analysis showed a significant increase in sensitivity and critical knowledge in the students of the experimental group on social and environmental issues. It was noticed that conventional strategies such as exhibition classes, group work, when stimulated the active participation of the student, promoting interaction and questioning, motivate the student and help him to build his knowledge. Similarly, extra-class activities, such as planned field visits, in which students are protagonists of their learning, combined with the science fair, for the dissemination of learned knowledge, can also lead the student to meaningful learning. In this context, it is understood, therefore, that diversified strategies combined, with the student at the center of the educational process, taking into account their previous knowledge, promote the effective gain in knowledge about environmental education, and that field activities contribute to the increase in significant knowledge about the socio-environmental aspects of YAE students.