Justiça socioambiental e o direito ao rio limpo: uma sequência didática investigativa para ensino médio

Abstract

This work presents a research on critical environmental education, highlighting socio-environmental justice, carried out in a state school in Rio de Janeiro, which is located near the neighborhood of Ampliação, in the municipality of Tanguá-RJ, with high school students. Educational actions in the context of teaching biology and the environment can help students and the general population to have tools to fight for social and environmental equality, demanding a responsible stance on these issues from governments. The research is qualitative and is based on the assumptions of the Participant Research. The research work was based on the performance of students at school and with the Ampliação community, which suffers from socio-environmental problems related to the degradation process of the Caceribu River located there. The methodological course was oriented towards participatory action, in an educational process that developed transformative actions with the students to understand the socio-environmental issues of the school territory. The process also sought to involve school officials and the school community in order to recognize the situation of local socio-environmental injustice and their right to demand improvements. The final product of the work was an investigative didactic sequence (SDI) for the teaching of biology/environment, composed of remote and presential actions, in the classroom, with the selection of didactic strategies that aimed to promote the protagonism and formation of a perspective criticism on students. The development of socio-scientific knowledge associated with students' critical perception of their socio-environmental reality was observed. They developed an estrangement about local conditions, which are characterized by a scenario of socio-environmental injustice and racism, previously naturalized.