Saúde única e alfabetização científica: uma análise do ambiente escolar e do território vivido por estudantes do 6º e 7º ano do ensino fundamental da cidade de Três Corações-MG

Abstract

This study analyzes the development of an investigative proposal grounded in the concept of One Health, based on the observation of the school environment and the territory experienced by elementary school students. The research, qualitative in nature and designed as an experience report, was conducted with 6th and 7th grade classes in the Natural Sciences subject. The proposal involved observation activities, mapping of the school space and the route between home and school, as well as discussions on environmental issues identified in the surrounding area. Data collection instruments included students’ records and a field diary. The results revealed a high level of student engagement, the development of critical thinking, and an expanded understanding of the interrelationships between human, animal, and environmental health. During the activities, students were able to observe, identify, and analyze environmental problems present in their community, such as improper waste disposal, pollution, and the waste of natural resources. This process fostered discussions about the importance of environmental awareness and the need for the collective construction of sustainable solutions. It is concluded that inquiry-based teaching, combined with the One Health approach, constitutes an effective strategy for promoting meaningful, contextualized learning aimed at citizenship education. The results also indicate that the investigative approach enhanced learning by promoting active participation in knowledge production, developing observation, analysis, argumentation, and problem-solving skills. In this way, investigation proved to be a relevant pedagogical strategy for constructing meaningful learning and for the formation of critical and active individuals within their social context.