Educação ambiental dialógica uma proposta de sequência didática com uso de imagens orbitais

Abstract

Considering that orbital images can be a didactic tool of great utility in Environmental Education (EE) approaches in Geography classes and that Geography teachers play a crucial role in the formation of critical, politicized, emancipated students, this study sought to investigate how the use of orbital images in a teaching sequence (TS) developed under a dialogical focus can contribute to the acquisition of concepts of Geography for EE in a public school in Campo Grande, Mato Grosso do Sul state, Midwest Brazil. Planning, construction, and implementation of the TS drew on contributions from the Dialogical perspective of Paulo Freire and Antoni Zabala. This qualitative research followed an empirical, quasi-experimental design. The TS was applied during seven classes to 11th-grade students at the Escola Estadual Professor Severino de Queiroz, and its core activities consisted in retrieving orbital images using the Google Earth application and interpreting these images. ‗Garbage‗ was the theme selected by the students as a common problem in their daily lives. Consistently with theme choice, the TS addressed the concept of solid waste. The methodological framework prioritized the enunciation analysis technique, applied in initial and final evaluations, the written account provided by the Geography teacher, and the investigator‗s perceptions. Challenges to the pedagogical practice during application of the TS included the high number of students per classroom and thermal discomfort in the room during late-morning classes. The investigation sought to detect the occurrence of learning characterized by conceptual changes, as well as the ability of students to overcome limit situations as critical-thinking, conscious citizens in addressing daily-life social and environmental issues. The results demonstrated that the TS contributed to the occurrence of learning of the core theme/concept in Geography classes.