INTERVENÇÃO SOCIOAMBIENTAL NO CONTEXTO ESCOLAR: DESENVOLVIMENTO DO JOGO DIDÁTICO HEXÁGONO SOCIOAMBIENTAL

Abstract

The Environmental Education (EE) is a teaching perspective that enables the comprehension of the environment, necessary to face the current socioenvironmental crisis, which has been accelerated in the last few decades, either by the strong exploration of the natural resources as by the human and the social discrepancy. Thus, the main goal of this research was to contribute to the insertion of the EE in the academic context by means of an online course, a lecture and a didactic game. Such contribution occurred with the elaboration of the game under a perspective of a critical theory and the same was validated by the teachers of a public school, which took part in meetings and lectures with this topic. The research adopted the qualitative approach with exploratory bias, regarding data analysis and interpretation of results. The individuals of the research were 14 teachers of different subjects of the first year of high school from “Colégio Estadual Francisco Ramos” in Guamiranga County – PR. The research occurred in four steps: The meeting with the pedagogical team of the school, in which were defined the participants of the research, the place and date, as well as the informed methods, risks and Interventions ( accomplishment of the online course, through the Moodle online platform at Unicentro and the lecture offered by the researcher) and use of the educational product (game). This study enabled verifying the need of working the EE critically and interdisciplinary within an academic context in the learning process, providing students a critical and conscious thinking about environmental questions. By means of the didactic game, through the evaluation and validation of the teachers, individuals of this research, it was possible to realize the relevance of this pedagogical resource for the developing of environmental education. For the EE to become reality in a school environment it is necessary to encourage and give support to the continuing teacher training, once the great majority didn‟t have EE in their original graduation, so they can have information, resource and available time for talking and knowledge exchange with other teachers, being the game an excellent methodological strategy for this practice.