A Educação Ambiental como instrumento de transformação: os desafios de uma experiência docente em Cachoeiras de Macacu-RJ

Abstract

In this work, a research project in Environmental Education was carried out with the participation of sixth grade students from the Almerinda Ferreira de Almeida Municipal School, located in the district of Sant'Anna de Japuíba, in Cachoeiras de Macacu/RJ. The project was carried out in four stages, which were developed from the observation of the students' answers that served as an indication to understand the process of environmental perception present in their daily lives. In the first stage, a diagnostic questionnaire was applied in order to understand the relationship that students develop with the environment in which they live. Based on the analysis of the diagnostic questionnaire, 10 lectures were elaborated, divided into four days of classes. These classes presented the main historical, geographical, economic and physical aspects of the municipality of Cachoeiras de Macacu. In the third stage of the project, the Interpretive Trail was carried out, previously organized in six distinct points within the Environmental Protection Area of the Macacu River, where it was possible to observe various aspects worked on in the classroom, and to dialogue with the students about the relationship of the community with the Macacu River and its tributaries. The socio-spatial transformations that reflect the relationship between society and the river and how it influenced local development were mainly observed. This process of environmental awareness resulted in different reports, which was the last stage of the project. A discursive questionnaire was presented to the students so that they could expose their impressions and learnings throughout the year, during the realization of the project. In the latter, it was possible to analyze which aspects were assimilated by the students, and those that still need development, since continuous work was necessary for environmental awareness and changes in perspectives.