Educação ambiental na educação básica uma alternativa possível por meio da inserção de aula de campo

Abstract

Green areas can be used as non-formal learning spaces that contemplate the development of conceptions and feelings, without leaving aside the basic concepts of the curriculum. The dissertation is of qualitative approach, from the perspective of action research. The present research was accomplished through the realization of a field class in the Municipal Forest Izabel Dias Goulart with high school students of a State School in Integral Time in the municipality of Rondonópolis, MT. The general objective of the research is to identify the Conceptions of environment developed in a field lesson and has as specific objectives to highlight the feelings that are triggered from an experience in a green area environment, to evaluate the field class as a strategy for development of environmental education in the school curriculum and demonstrate that the field class can contribute to the process of apprehending students. The methodological course was based on a previous visit of the researcher to the place of study, preparation of the collection instruments and field script, application of the field pre-questionnaire, application of the script for conversation, experience in the field with experimentation of the script field application, post-field questionnaire application and educational product construction. The results indicate that 50% of the students understand the field class as activities developed outside the classroom, and can be in the schoolyard. The data of the conversation wheel evidences the Conception of Nature and Place in which one lives like the most frequent ones. Through the students' reports during the field class, recorded in the field notebook, it was possible to perceive the changes of Conceptions that were corroborated with the analysis of the data of the questionnaire after the field class, revealing a higher frequency and expansion in the Conceptions of Nature, Problem, Place in which to live, Resource, Biosphere, Community Project and System, respectively. It is possible to conclude that during the field lesson, feelings of friendship, solidarity, sharing and respect flowed, which triggered the learning of scientific concepts through living in a natural environment. It is proposed to continue research with this content, so that the data are constructed in the collective experience, providing significant learning.