Saneamento ambiental e design thinking como estratégia para prática de educação ambiental crítica na escola São Francisco de Assis, São José da Coroa Grande-PE

Abstract

Articulating Design Thinking (DT) to Critical Environmental Education has shown to be a possible way to promote a social transformation in favor of socio-environmental reality. Currently, there is a growing demand for critical environmental education that aims to promote educational practices that mobilize direct intervention on socio-environmental problems that affect communities. However, in places with inadequate sanitation there is a demand for investments, the importance of which is to mitigate the effects of environmental degradation derived from the absence of environmental sanitation. The relationship Critical Environmental Education and Environmental Sanitation follows an essential process for the socialization of knowledge, autonomy and democratization of decisions. The general objective of the research was to analyze the Design Thinking (DT) approach for understanding the socio-environmental problems of environmental sanitation around the São Francisco de Assis School, in São José da Coroa Grande/PE, as a strategy for the practice of critical Education Environmental. The research adopted the dialectical method as a qualitative approach and the case study as a type of research, aiming to know and understand a problem "in loco". The research results indicate that Design Thinking can be a relevant approach for the insertion of Critical Environmental Education practices in Basic Education. Using this approach, students were able to identify environmental sanitation problems and the risks inherent to public health in the process of environmental degradation. In addition, they built critical analysis on the socio-environmental problems of environmental sanitation around the school and its impacts, through the internalization of environmental values. The DT approach favored critical environmental education, mainly because it focused on people and their needs, allowing subjects to turn to their reality, identify problems to be solved and contextualize a theme through the stages of discovery, immersion, ideation, experimentation and evolution.