Educação ambiental crítica no açude Pindorama/BA : a relação escola e comunidade por meio de práticas pedagógicas

• Autor(a) principal: Santos, Gilberto Jacó Carvalho
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/13567
• topic: Ciências ambientais; Educação ambiental; Barragens e açudes; Recursos hídricos; Revitalização; Environmental sciences; Water resources; Revitalization; OUTROS

The concern with the environment was intensified in the last decades of the twentieth century and became more reflective in the various social contexts. In view of this, numerous initiatives have emerged in different segments of society with the purpose of promoting sustainable actions in the educational context that stimulate the development of environmental practices. This research seeks to analyze the relevance of the development of pedagogical practices for the revitalization of the Pindorama dam in the municipality of Heliópolis/Bahia. The dam is degraded due to the large amount of domestic effluents and solid waste that is dumped on its shores. The research method used is the hypothetical-deductive and the methodological path was constituted through pedagogical actions involving 100 students and 12 teachers of the State College José Dantas de Souza and the population that lives around the Pindorama dam, a total of 219 inhabitants. With the students, pedagogical activities were carried out that awakened new perspectives regarding the importance of the Pindorama dam. With the local community, make them aware of social and environmental issues and their recognition as part of the dam. Through the qualitative-quantitative analysis approach, semistructured interviews were conducted with 30 residents of pindorama village, environmental education lecture, field observations and bibliographic reviews in specific literature on water resources, watersheds, sustainability, interdisciplinarity, environmental education and pedagogical practices. Then, seeking to identify the relationship between the subjects with their respective communities and with water, pedagogical practices were proposed, such as: field exit, workshop of the method of application of the Rapid Evaluation Protocol, application of the Protocol of Rapid Evaluation and cartography workshop. Through these activities it was possible to observe the interest and participation of students and teachers in the lecture and workshops by expressing questions and experiences on the environmental theme. The same occurred with the local community when they participated in the interviews and reported the problems of the Pindorama dam. Finally, the culmination was essential to present the social and environmental problems of the dam to the school and local community, as well as to promote the environmental awareness of other subjects. As a product, a didactic sequence of all activities developed was elaborated in order to create a document for sustainable practices. It is concluded that promoting environmental education is not only going through several areas of knowledge, but also thinking about pedagogical practices that contribute to new reflections and actions of students and the local community on the socioenvironmental problem found in the Pindorama reservoir.