Uma arquitetura pedagógica para a educação ambiental em escola pública na cidade de Manaus-AM

Abstract

Environmental Education (EA) is one of the main existing tools for raising awareness and training the general population about environmental problems. Therefore, it is necessary that students are progressively stimulated and supported in the planning and cooperative realization of investigative activities, as well as in the sharing of the results of these investigations. In this sense, the paradigm of Pedagogical Architectures (PA) presents itself as a strategy to accommodate all these characteristics in a planned and organic way. Thus, this study implemented a PA in the teaching of AE, analyzing in the light of the BNCC the competencies and skills achieved and evaluated the influence of cooperative methods for better learning. This is a qualitative research characterized as Field Research, in a hybrid format, with students of the 6th grade of elementary school in a public school in the city of Manaus. The methodology was developed in three phases: 1st) Pre-intervention, where an initial questionnaire was applied to characterize the research subjects; 2nd) Intervention, with the development of a Pedagogical Architecture based on cooperative methods and TDIC's; 3rd) Post-intervention, with the application of a final questionnaire to verify learning. During the activities of the Intervention phase, the students produced digital materials, such as a Podcast, Websites and educational Videos, on topics related to environmental problems. The results demonstrate that the objectives were successfully achieved, because during the development of this work it was evidenced that the use of technological tools that allow the exchange of information, communication and production of didactic materials complement teaching and learning, while cooperative methods stimulate interest and collective work to perform tasks. The suggested proposal allowed an involvement and motivation to the students in dealing with EA, because it was perceived that the students developed critical sense and zeal for environmental issues from the activities developed. Keywords: cooperative learning, environment, technological resources