A escola como espaço de reflexão sobre os problemas socioambientais gerados pela monocultura da cana-de-açúcar através do ensino híbrido, em Japaratuba/SE

Abstract

The municipality of Japaratuba is one of the sugarcane producers in the state of Sergipe, and its population has suffered from the socio-environmental ills that sugarcane agribusiness produces. The sugarcane activity has taken on socio-environmental proportions that require more effective public policies, as well as their effective enforcement and active inspection. This work was written based on reflections made about the socio-environmental context in which the study area is inserted, as well as the comprehension and understanding of the school's role in society, mainly regarding the formation of people. The general objective of this work is to analyze the use of hybrid teaching as an active approach to promote reflection on socio-environmental problems related to sugarcane monoculture and agribusiness among students of the José de Matos Teles State School (CEJMT), in Japaratuba, located in the Cotinguiba Valley of Sergipe. The research, based on the phenomenological method, is characterized by a qualitative approach, with an exploratory methodology and a focus on field research, and was carried out with the students of the first year of the CEJMT. As a research technique the action research was used along the development of the Hybrid Teaching strategies: rotation by stations and flipped classroom. The data were analyzed from the discourse of artifacts produced by the students during the teaching of the classes by the teacher. Two analysis categories were created: i) regarding the students' conception of Japaratuba's socio-environmental impacts through the use of active methodologies; ii) and regarding the Hybrid Teaching contributions to discuss environmental issues in the school space. In view of these analysis categories, it was identified that students are more likely to understand the socio-environmental issue about the municipality through the conception of the conservative environmental macro-tendency, probably as a result of a weakened Environmental Education. As for the Hybrid Teaching, it was possible to verify that, like any other active methodologies, it has pedagogical potentialities to discuss Environmental Education in the classroom, however, the effectiveness of the method chosen to be worked is more related to the way of acting, understanding and interacting with the other than with the active methodology itself. Thus, there is an eminent need to discuss EE from the reality of the municipality, with methodologies that make them protagonists of the teaching and learning process.