Ensino híbrido na escola e no manguezal: modelo de rotação por estações para estudo dos impactos socioambientais nos manguezais em Aracaju-se

• Autor(a) principal: Lima, Sílvia Nascimento Gois
• Data de Publicação: 2021
• Outros Autores: Santos, Sindiany Suelen Caduda dos, Silva, Maria do Socorro Ferreira da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Sergipana de Educação Ambiental
• Texto Completo: https://periodicos.ufs.br/revisea/article/view/15607
• topic: Autonomia. Metodologias ativas. Protagonismo estudantil.

The application of innovative methodological strategies in the classroom is fundamental to the teaching and learning process related to Environmental Education (EA) focused on the analysis of ecosystem degradation, such as mangroves. The mangroves receive the anthropic influence due to the occupation of the surroundings that ocasionate several socio-enviroment impacts that affect both the mangrove itself and te local community. The article aims to analyse how the Rotation by Station Model stimulate student autonomy and protagonism of the student during the teaching and learning process sustained by the critical EA based on the study of the socio-environmental impacts in the mangroves of Aracaju/SE. As such, the research, with a qualitative approach, it was strcutured in the following pedagogical steps: conversation wheel, Brainstorming and the Rotation by Station Model. During the activities, the students dialogued about the theme, answered the guiding question, and in groups developeted the propositions contained in the five stations distributed in the classroom and other school spaces. The results demonstrate the relevance of hybrid pedagogical practices in the formation of critical and reflective subjects. The articulation of these elements can help in the construction of a new model of socio-environmental rationality, aimed at the conservation of natural environments, such as mangroves.