Fotografia e educação ambiental: aprendizagem e formação no Ensino Fundamental II

Abstract

Within current political and educational conversations about the Environment and its preservation, the important discussion of Environmental impacts on the general population puts into evidence how timely the dissemination Environmental Education (EE) in schools is, and how urgent it is for EE to be disseminated in society. For Degasperi & Bonotto (2017), Environmental education should articulate knowledge with ethic and aesthetic value that goes beyond participation in politics, but rather, they view the classroom as the ideal environment for the construction of knowledges and the production of new senses. Environmental Education is viewed not as an isolated discipline, but as a societal construct in which particular importance is given to photographic images in marketing campaigns and public incentives in such a way that it promotes a conscientious education for the population. It is important to note that just as it is of importance to be literate in the propagation and decodifying of images, it is imperative to teach young people, especially in the schools, the importance to produce their own texts (photographs). In this manner, we can have a larger representation of diverse subjectivities, a plurality that photography can easily establish as language, bringing an ample gaze in relation to the Environment and its interactions with society, thus enriching discussions about diverse ways of life and of learning. This text has the following objectives: research the use of photography as knowledge production in Environmental Education within the grade school of Colégio Integral Solar in the shantytown Pavão-Pavãozinho em Copacabana, Rio de Janeiro; through projects for the production of visual narratives in Environmental Education, since in BNCC, the teaching of natural sciences in grade school contemplates concepts e knowledges of the area, beyond its constitution and the historical relationship between science and society (MARCONDES, 2018), In a transdisciplinary nature. This research is based on theoretical and conceptual groudings in Environmental Education and sustainability (MOLINA, 2019; DEGASPERI, 2017); Transdisciplinaridade (NICOLESCU, 2000). Photography in schools, like Environmental Education, are transversal themes, that corroborate with a diverse set of school curriculum, making a transdisciplinary approach possible. A diverse set of social gains are made when this is applied in within grade school students. Justifying this study, especially given the fact that even though photography is present within schools as a textual genre, it is not frequently used within learning objectives, especially within older grade school students. This shows that there is a need to invest in the continued education of the professional educators in these sites.