O ensino de educação ambiental em classes multisseriadas no contexto da educação do campo

Abstract

Environmental Education is one of the guiding tools for the formation of individuals' awareness of environmental problems, therefore, its practice is important to solve the problem of loss of environmental balance. Therefore, education is an indispensable element for the transformation of environmental awareness. The theoretical bases pointed out for the discussion in this study are from the perspective of critical, transforming and emancipatory Environmental Education. For this purpose, authors who discuss the subject matter are reviewed, such as: Dias (2004), Layrargues (2011), Loureiro (2002, 2004, 2006), Leff (2002, 2006), Reigota (2007, 2012), Gadotti (2000), Porto-Gonçalves (2006) and others. In this perspective, the research entitled “Teaching Environmental Education in Multigrade Classes in the Context of Rural Education” aims to analyze how Environmental Education, as a transversal theme, can be intertwined with the literacy processes of students from 4 to 8 years old and on the themes-generators proposed by the curriculum of multi-grade schools in the rural areas. The research was developed in a multi-grade class at the Municipal Multigrade School “Córrego do Chiado”, located in the rural area of the municipality of São Mateus-Espírito Santo. The present study is an action research with a qualitative approach, in which participant observation was used, as well as pedagogical intervention activities to develop a didactic sequence in the teaching of Environmental Education. As instruments of data collection were used the record of the speeches with notes in field journal, recordings of the conversation circles made with the children in audio, photographs, filming, study visits, textual productions, drawings, illustrations and other activities developed by the students for data analysis. The results found reveal the possibilities of insertion of Environmental Education in the daily school life with the themes-generators from rural schools, emphasizing the importance of this work as a way of dialoguing with the social and environmental context of rural boys and girls, in addition to enabling practices meaningful and contextualized literacy courses accompanied by situated literacy practices. The didactic sequence proposal developed in the research contributed to the valorization of the dialogue, as it is verified that the shared reflection processes boosted the exercise of systematization and critical interpretation that resulted in the elements obtained during the research, such as the autonomy and emancipation of the students. These factors are fundamental in the personal and social formation of students. The research contributed to confirm that it is possible to insert the Environmental Education in multi-grade schools in the countryside, as well as its effects on students' lives, who understood the importance of peasant family farming for the production of healthy food, as well as the importance of adopting productive practices with respect to the environment, biodiversity and the community in which they live