A educação ambiental como alternativa para orientar a produção e o descarte corretos dos resíduos sólidos

• Autor(a) principal: Marques, Willame Santos Andrade
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11197
• topic: Biologia; Ensino de biologia; Consumo consciente; Educação ambiental; Impactos ambientais; Resíduos sólidos; Descarte inadequado; Consumption; Environmental education; Environmental impacts; Solid waste; CIENCIAS BIOLOGICAS::ECOLOGIA

In view of the exaggerated production of solid waste and its inadequate disposal, the general objective of this study is to investigate the role of environmental education in raising awareness about the correct production and disposal of solid wastes at the Maria da Glória Barreto de Andrade Municipal School. For that, the following specific objectives were elaborated: To analyze the presence of environmental education in the curricular matrix of the school approached; Know the level of solid waste production during the school's morning shift; Identify the types of waste most discarded in school; To verify to what extent the pedagogical practice with principles of environmental education is able to sensitize students with regard to the inadequate generation and disposal of solid waste. To do so, the waste produced in the school was screened during a week, during the morning shift, and data collection was carried out together with the classes of the same shift, through the exhibition of a video and a lecture on the subject, besides a semi-open questionnaire applied to students seeking information about their knowledge and behaviors about solid waste management. It was observed that most of the waste produced in the school is of organic origin and that its separation occurs in a partial way, only to serve as fertilizer and food for the pigs. Also, environmental education in this school is far from ideal because students, in general, are unaware of important concepts and have aggressive postures to the environment. It is concluded that the presence of EE in the curriculum and in the classes is minimal and that an active and reflexive education is needed that helps the student to problematize their surroundings and to live their own environmental education on a daily basis.