PRÁTICAS EDUCATIVAS EM EDUCAÇÃO AMBIENTAL: EXPERIÊNCIAS PARA PERMANÊNCIA E ÊXITO NO CAMPUS AVANÇADO HIDROLÂNDIA

Abstract

The Campus Avançado Hidrolândia has been promoting preservation since its origins. environmental as one of its guiding axes, seeking ethical changes, behavior and values ​​in the individuals that make up society. For this, it is necessary to fulfill the following specific objectives: identify the knowledge of students in relation to environmentally sustainable practices; promote environmental awareness actions with the themes: solid waste management, conservation of public property and rational use of materials; involve educational agents (direction, coordination, teachers and students) in education aimed at sustainable development. The methodological procedures used in this work involved teaching, research and extension activities, divided into two phases. During phase 1, a diagnosis was carried out, through the application of a questionnaire via Google Forms, with students from the first grade of technical courses integrated into high school. The objective of the questionnaire was to identify the knowledge of students in relation to environmentally sustainable practices. The phase 2 comprised the pedagogical intervention activities, which were planned and developed based on the demands arising from the diagnosis. Due to the pandemic situation imposed by COVID-19, the activities took place entirely at a distance, using digital tools. The activities carried out were: dissemination of the project to the school community during the Parent-Teacher Meeting and the National Science and Technology Week (SNCT); two workshops entitled: “Conscious use of energy and water: you know what you're paying for” and “I take care of my square: separating and correctly disposing of household waste”; lecture: “Technological waste: consumer society and environmental education”; and holding a contest on educational practices in environmental education. It was possible to observe that educational practices also reduced the distance between scientific knowledge and the basic culture produced in people's daily lives, even overcoming several barriers posed by the social distance imposed by the Covid-19 pandemic. Finally, it is expected that the agents involved are able to understand the importance of sustainability in promoting social and economic development, adding to these individuals the idea of ​​belonging to the place they inhabit. It is suggested that the practices presented here are also carried out in person, when the time so permits, as a way of strengthening the student/institution bond. The development of intervention practices based on cross-cutting themes that are present in the daily lives of students, in person, will contribute to the feeling of welcoming of post-pandemic students at COVID-19; the expected return to classes and the development of practices suggested by the project will be a stimulus, given the new reality of the classroom.