A aprendizagem baseada em projetos para a formação de sujeitos ecológicos

Abstract

The active methodology, Project-Based Learning (ABP) uses the research process to solve problems and produce previously planned products and tasks. In this sense, through the BPA it is possible to work on socio-environmental issues, such as the conservation of ecosystems subject to negative human actions, and consequently to form ecological subjects, based on a Critical Environmental Education. Thus, in the midst of the degradation suffered by the urban mangroves of Aracaju, Sergipe, and the fact that this ecosystem is part of the school environment of many neighborhoods of the capital, this research aimed to analyze the ABP as an active teaching methodology for the formation of ecological subjects and conservation of mangroves, in the 3rd year of high school, in a school in the central region of Aracaju, SE. Methodologically, the qualitative-quantitative approach research was constructed from Participatory Action Research (IAP) and the techniques of systematic observation and questionnaires were used to evaluate each step of the research. The work was built based on the steps: proposal of execution of the research with the managers and the teachers of the institution; and execution of the research with students, through development of the BPA. The results pointed out the relevance of the work with projects within the school, the potentialities of an interdisciplinary work, among them the conceptual change about the mangrove ecosystem from a meaningful learning, and the challenges in the development of each stage. In addition, the results reveal the importance of teamwork for the elaboration and presentation of products that were the fruits of the critical reflection of the research participants themselves. The work with ABP aimed at the conservation of mangroves not only stimulated the formation of ecological subjects participating in the research (students, teachers and managers), but also provided the sharing of knowledge that (re)formed me as an ecological subject . The greatest fruit of all this was to stimulate teachers and students to take actions aimed at Environmental Education at school, in the midst of the desire to elaborate new projects and to strengthen criticality about environmental issues involving the institution directly or indirectly