O estudo do meio e a saída autônoma, uma proposta metodológica em sintonia com a educação crítica

Abstract

The growing population concentration in urban areas raises the need to rethink the contribution of Science, Biology and Geography teaching to the sócio-environmental theme in Basic Education, with emphasis on educational institutions located in large urban centers, such as the school and the neighborhood that inspired and served as the basis for the methodological proposal of this dissertation, Colégio Estadual Padre João Wislinski – Santa Cândida, Curitiba/PR, where the predominance of a low-income student, the significant age-grade gap, the limited teaching materials, the outdated infrastructure, the worrying evasion and the scarcity of urban equipment highlight the urgency for methodological changes that reestablishes in the students the pleasure in (re) knowing their place in the world and the ability to transform reality with an education that holds accountable both the residents and public authorities. The difficulty that students have in recognizing the role as protagonists of the changes that the neighborhood needs to improve the quality of life and the unsatisfactory educational performance indicators allow the development of an experimental methodological proposal that combines the Study of the Environment with Autonomous Field Trips. The economically excluding peripheral reality, the restricted budget and the political-pedagogical projects that attribute a secondary role to activities outside the school make field trips unfeasible with the ideal frequency to obtain significant didactic results, but do not prevent the realization of autonomous trips that contribute to the teaching-learning process using the routine to lead students to critically interpret the environment they live in, assimilate new knowledge, develop hypotheses that explain the reality found and propose interventions to transform it through a pedagogical script focused on sócio-environmental issues related to basic sanitation in urban areas. The knowledge exposed by the students during the classes that precede the autonomous investigative activities outlines an overview of how the students themselves interpret the geographic space they integrate, allowing them to deepen themes and collectively build scientific concepts. Establishing relationships between scientific content and everyday life, between the classroom and reality, in a way that adapts the contexts to the purposes of teaching, are objectives that can reduce school dropout and enhance the feeling of being protagonists of the necessary changes in the students for a sócio-environmentally developed society.