Educação ambiental em escolas do campo: percepções e práticas pedagógicas

Abstract

In the teaching-learning process, integrating students' experiences with curricular content becomes an indispensable element, especially in rural education. This education can be understood as a social phenomenon constituted by cultural, political and economic aspects, and therefore, educational processes in the field need to be significant according to the reality of the subjects who make up them. It is essential that this student is the protagonist of this process, understands his role and can intervene in his environment in the most diverse aspects, including socio-environmental. When working on environmental education in rural education, this society-nature relationship is better understood, connecting the natural environment and the social environment, since they are inseparable. In this sense, the present study aimed to analyze the environmental perception of students and teachers in schools located in the rural area of Coromandel-MG, as well as the pedagogical practices of teachers in relation to environmental education and based on the results, a practical guide was produced. of environmental education in rural schools, which was also evaluated by teachers. To this end, questionnaires with objective and discursive questions were applied to analyze perceptions and practices and a questionnaire with only objective questions for the evaluation of the guide by teachers. The results revealed that teachers tend to adopt a naturalistic approach to the environment, while students have a more socio-environmental view. However, although students are aware of some environmental problems, there is a lack of association between these problems and the local context. This disconnect highlights the need for educational approaches that establish a more meaningful relationship with students' reality. Furthermore, challenges such as students' lack of interest, lack of teacher training and the predominantly urban view among teachers negatively impact the effectiveness of teaching about the environment in rural schools. In evaluating the guide, teachers were satisfied with the material and proposed activities. In this way, the study highlights the importance of educational policies and pedagogical practices that promote more effective and contextualized environmental education, considering the specificities of rural schools.