Interdisciplinarity in the practice of Environmental Education and in teaching work: : a case study in a public school in Macapá, Amapá, Brazil
Based on the assumption that environmental education is fundamental for an awareness focused on the relationship of man with the environment, the present work aims to verify the applicability of the interdisciplinarity of environmental education with students of the 6th year of the “Irmã Santina Rio...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Remea - Revista Eletrônica do Mestrado em Educação Ambiental (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.furg.br:article/12561 |
| Acceso en línea: | https://periodicos.furg.br/remea/article/view/12561 |
| Access Level: | acceso abierto |
| Palabra clave: | Environmental Conservation Teaching practice Environmental awareness Conservación Ambiental Práctica docente Conciencia ambiental Conservação ambiental Prática docente Sensibilização Ambiental |
| Sumario: | Based on the assumption that environmental education is fundamental for an awareness focused on the relationship of man with the environment, the present work aims to verify the applicability of the interdisciplinarity of environmental education with students of the 6th year of the “Irmã Santina Rioli” State School in the city of Macapá-AP, as well as the teaching performance in this perspective. Thus, the present work started from a condensed research with in locu visits and application of questionnaires to students (n=73) and teachers (n=6) of the field school. We observed that environmental education needs to be thought and constantly reinvented in the field school, aiming to follow eminently the process of evolution of the concepts about this theme. Interdisciplinarity is also presented in an incipient and fragile way, either due to the lack of incentive and resources in school, as well as by insecurity in teaching practice. The “Irmã Santina Rioli” State School sees interdisciplinary work as indispensable; however, it does not promote and enhance its development, which makes it impossible to exchange experiences and the transversality of the dialogue of environmental issues. |
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