Experiência de inserção curricular da Educação Ambiental no 3° ano do Ensino Fundamental em uma escola pública de Niterói-RJ

Abstract

This research aims to understand what are the possibilities of working Science Teaching and Environmental Education (EE) in an Elementary School I class, specifically a 3rd year class at a municipal school, in Niterói, RJ. The age group of students is between 8 and 10 years old. Different Environmental Education activities were carried out at the school and its surroundings, with the aim of analyzing, from my practice as a teacher-researcher, the insertion of Environmental Education in the early years, reflecting on the possibilities of integration between science teaching and Environmental Education in the early years and identify the displacements of meaning caused in students from pedagogical practices. The research is qualitative, with the perspective of action research, and used as a reference Michel Thiollent (1947; 1985). Data were collected through photographs, audios and, mainly, a field diary. The activities proposed to the students were walking classes, games, games and debates. The data collected in my research were analyzed through descriptive-analytical categories that were created, to observe what was provoked or stimulated in the students along the didactic sequence. I concluded that it is possible to sensitize students about the importance of Environmental Education and that they are able to critically reflect, learn, pass on the knowledge learned and carry out age-appropriate attitudes regarding EE. The activities that stood out the most in relation to student learning were games. I also found that interdisciplinary teaching brought a greater range of knowledge, as students were able to see the themes worked from different angles; I noticed that there was an integration of the subjects History, Geography, Science, Portuguese and Mathematics. As for my teaching practice, I used different artifices to work on the environmental issue, placing the students in the context to be worked on and bringing the planned themes to their reality. I also tried to respect the students' prior knowledge by attaching new knowledge to them, allowing students to reflect, make their connections and, in fact, generate their own knowledge.