O ensino da educação ambiental sob a égide da aprendizagem baseada em problemas

Abstract

The present study is entitled ‘The Teaching of Environmental Education under the aegis of Problem-Based Learning’ and is configured in a participatory research with a qualitative approach that aims to investigate the feasibility of using Problem-Based Learning (PBL) as a methodology to promote a Critical Environmental Education (EE). In Brazil, EE is defined by the National Policy for Environmental Education, established by law 9.795 / 1999, considering an understanding of the environment in its multiple and complex relationships, it should also have a transversal character in the school curriculum in order to stimulate a critical awareness of environmental problems, thereby strengthening citizenship through individual and collective participation. Not being able to be a specific subject, it is up to the teacher, regardless of their area of education, to ensure that the EE is part of the student’s learning process. Thus, this research proposed to develop a didactic methodology involving Problem Based Learning and undergraduate students of the Federal University of Espírito Santo. In order to obtain an insight into the potential of the methodology in the transversal teaching of Environmental Education, a teaching training course was elaborated and registered as an extension project entitled “Teacher training for the environmental education through problem-based learning (PBL)”, promoting a space for exchanges on the problem of teaching EE, its transversality and the role of the educator. Providing the opportunity for knowledge and reflection on the PBL, students were asked to design a project in which the course participants were supposed to use the acquired knowledge into practice. The data were collected using two questionnaires in which Bardin's Content Analysis was used. Participant observation, the journal, concept maps, as well as the use of other instruments throughout the training course also allowed data analysis that showed PBL to be effective in fulfilling its role of acquiring cognitive and attitudinal skills, which since they are essential in the context of students, assume a character of relevance to the practice of future teachers. The participants of the training course demonstrated to believe in the potential of the methodology for the teaching of EE due to its ability to arouse the students' curiosity, to allow the contextualization and the approximation of the themes with the reality experienced by them, besides allowing the awakening of autonomy and the critical thinking that would lead to an EE that is effective in living in society. Regarding the training course, the importance of the knowledge shared during the meetings, debates and moments of reflection was observed, since for many of the future participating teachers this was their first contact with Environmental Education as well as with the active methodologies.