Igualdade racial, justiça ambiental e educação ambiental crítica em debate: o uso do diagnóstico local participativo (DLP) em um colégio público de Pavuna para o ensino de meio ambiente/biologia

Abstract

This work presents a research on critical environmental education, carried out in a public school of the state network (RJ), with high school students in the neighborhood of Pavuna, in the northern part of the city of Rio de Janeiro. The objective was to construct a didactic sequence, recorded in a video, in order to develop a process of ecology / environment teaching based on the student's critical reflection on his own territory. For this purpose, a Participatory Local Diagnosis (DLP) was used as a means of knowing the socio-environmental issues that affect the region, from the perspective of students and local residents. From the use of the rapid evaluation protocol, it was possible to evaluate the environmental conditions of a river basin, located in the southern part of the city, and in the school region, comparing the conditions of urban infrastructure, public services and facilities available. Students recorded their observations through videos. The theoretical-methodological trajectory of the work sought to reveal the context of environmental injustice in which students are immersed, contextualizing their causes and consequences. At the end of the research, a video was produced under the draw my life technique, counting the course of work, its results and difficulties, to serve as an educational material for students and to support teachers in the teaching of biology combined with environmental education critical.