Educação ambiental e educação patrimonial como prática pedagógica interdisciplinar para o ensino de ciências

Abstract

It is kind of pedagogical intervention research, of applied nature with qualitative approach, that sought to articulate the contents of Natural Sciences with Environmental Education and Patrimonial Education, in which students from the 9th grade of a Municipal School of Basic Education of Uruguaiana / RS participated. The aim of the research was to promote the learning of those involved, related to the development of the feeling of belonging and reflections, to a change of posture and socio-environmental transformation, contributing to the production of knowledge and narrowing the distance between my educational practice and the academic production. For the implementation of the pedagogical intervention, the classes were organized from a Learning Unit, which records were appreciated through the Discursive Textual Analysis methodology. The Learning Units are activities organized to carry out actions, with flexibility, from the dialogue, since they do not have a hard sequence in this organization. For the pedagogical intervention, the Learning Unit used three pedagogic moments, proposed by Demétrio Delizoicov, José Angotti and Martha Pernambuco, for its structuring and counted on the participation of teachers from other areas of knowledge, in an interdisciplinary process, that mobilized the school to the accomplishment of the activities. In order to do so, it approached the Freirean approach to its realization, contemplating the conceptual contents of mass and volume of matter, as well as the periodic table. As an educational production generated from the fulfilled research, the Learning Unit itself was organized, which corroborated for the achievement of a training course for teachers of Basic Education and undergraduates, with proposals of activities, goals, procedures and materials needed to work Environmental Education linked to Heritage Education in Science Teaching. As a result of this pedagogical intervention research, the aims were reached, considering the theorist Robert Gagné as a base for realizing the occurrence of learning through postural change and the feeling of belonging. In the discussion of the results, the production of the metatexts present evidence that the undergraduates who participated in the intervention felt responsible for their actions and revealed themselves critically in their reports.