Educação ambiental nos anos iniciais do ensino fundamental : uma proposição a partir das unidades de ensino potencialmente significativas

Abstract

This research aimed to investigate the potential of Potentially Significant Teaching Units - PSTU with a view to promoting meaningful learning and critical environmental education. Data collection took place in the context of remote education and contemplated different instruments, which comprise formative and summative assessments and the PSTU assessment. The summative assessment consisted of comparing students' responses at the beginning and end of PSTU using a questionnaire with open questions. For the formative evaluation, the transcriptions of the students' speeches were considered through the recording of classes with Google Meet and the concept maps elaborated collectively. Finally, the students' assessment of the PSTU was investigated through a questionnaire with open questions. These data were explored from a qualitative approach through content analysis and word clouds with the Tagul® tool. The results of this study show the contribution of PSTU as a methodology to allow the active participation of students in the teaching-learning process through stimulating student autonomy and working in groups. In addition, it was possible to verify that the present research has moved towards the promotion of critical environmental education. As a product of this research, theoretical and practical material was made available to interested teachers and educational institutions to support the development of actions in the area of Teaching of Natural Sciences in order to promote meaningful learning.