A formação de sujeitos ecológicos no Instituto Federal de Sergipe no município de Lagarto-SE

Abstract

Over the years, the deepening of science and technology has caused profound changes in the socio-environmental relationship. In the current situation, there is no doubt that critical environmental education is one of the most efficient ways to train ecological subjects. The work was developed at the Federal Institute of Education, Science and Technology of Sergipe in the city of Lagarto, in the interior of the state of Sergipe. The study was based on the perspective of the action research method; with a qualitative nature; and, based on the procedures of the active methodology, project-based learning. The main motivation to carry out this study is to understand the reasons that lead society to act in relation to nature in contemporary times. Using ecological ideas, we believe that this is the best way to encourage the formation of criticalreflective-participatory citizens based on their own daily experiences. From this perspective, it aimed to contribute to the formation of critical-reflective subjects of their practice in the relationship between society and nature, as well as to discuss how this relationship takes place in the current situation, based on the interdisciplinarity in the teaching of environmental sciences; analyze the understanding of the nature of the subjects involved in the project, in the context of a critical, emancipatory and transformative Environmental Education; build an educational product and insert it into an e-book. In order for the development of interdisciplinarity to occur during the pedagogical actions for the formation of ecological subjects, it was necessary to create strategies involving the daily issues experienced by students in the teaching and learning process, a fact that provided autonomy in the course of doing pedagogical. Inserted in this context, the school space becomes an important space for the dialogue of knowledge and collective social transformation, when it allows the insertion of the life experiences of its subjects in the classroom, (re)affirming identities and (re)signifying knowledge and enabling the construction of debates in the context of environmental sciences. The proposed objectives were achieved in the process of training ecological subjects, however, the commitment of all involved was decisive and enabled the construction of knowledge considering the autonomy of students, (re)signified environmental ethical values, attitudes and ecological behavior.