Investigando concepções de educação ambiental no desenvolvimento de uma proposta didática com estudantes do 1º ano do ensino médio

Abstract

This paper presents the development and analysis of a teaching project developed in Physics classes and based on Critical Environmental Education. Its implementation came amid the Covid-19 emergency remote teaching, at a time when the government of the state of Minas Gerais was implementing the Tutored Study Program (PET) in schools. Considering the traditional aspect of PET, focused on fulfilling a list of programmatic contents, we reflected on the possibility of developing a more contextualized and problematizing teaching methodology, that could contribute to a more reflective formation. Thus, a didactic proposal was elaborated, based on the Project- Based Learning methodology and developed with students from a state public school located in Carrancas, Minas Gerais. The research problem being “To what extent, does our proposal, based on Project-Based Learning, promote the development of environmental education in a critical perspective?” Therefore, our research’s goal is to identify the concepts of Environmental Education present throughout the development of the project. As an instrument of data analysis, we had the experience report, which contained the activities carried out by the students. From that, the following dimensions of analysis were highlighted: Human being and environment; Politics and Science, technology and ethical values, as pre- established categories, and then the identification of Environmental Education concepts as Conservative, Pragmatic or Critical. The development of the proposal proved to be very promising in favor of a Critical Environmental Education. Not only did we identify changes in conceptions, moving from more conservative conceptions to more critical ones, but we also verified that dimensions of analysis previously non-existent in the discussions were becoming present throughout the development of the proposal. It should be noted that the results achieved are the result of a mediation process conducted by the teacher with the students, established and based on the intentionality and recognition of aspects of a critical formation.