Aprendizagem significativa: um estudo de caso sobre a aula de educação ambiental em uma escola estadual na cidade de Parintins

Abstract

This research focused on teaching environmental education as a transversal content in a geography class, in a State public school located in the city of Parintins (AM). It is understood that the educational process is dynamic. In this teaching and learning process, it is essential that we know the reality of environmental education worked on in geography classes. How students understand this knowledge, how the teacher teaches this knowledge, and how this cross-cutting content contributes to the construction of the student's geographic knowledge. In this sense, this research aimed to analyze how the teaching of environmental education is happening in geography classes in a public school in the city of Parintins (AM). Methodologically, this work is characterized as descriptive of qualitative nature, it used dialectics, as a method of procedure it used the case study, it used the collection of data from interviews, in loco observations and structured questionnaires, the analysis was carried out. according to the methods presented in this research. The teaching of environmental education in geography classes ended up stimulating students' curiosity about how they are part of an interconnected life of social, environmental and cultural relationships. From the contextualization of the content with their experiences, the students end up dialoguing with the teacher, becoming more interesting classes for the construction of critical thinking about their experiences. Finally, the teaching of environmental education in the teaching of geography ends up contributing to the formation of a student with critical thinking. Teachers, with their different forms of teaching, understand the importance of this transversal content for the student's understanding of reality.