A FORMAÇÃO DO PENSAMENTO TEÓRICO EM ATIVIDADES DE APRENDIZAGEM E O DESENVOLVIMENTO DE CONCEITOS EM RECIPROCIDADE COM A EDUCAÇÃO AMBIENTAL

Abstract

The objective of this research was to investigate learning actions that characterize the movement of theoretical thinking about Environmental Education by high school students in learning activities linked to the Teaching of Geography, Biology and Environmental Education. The proposal, inserted in the Environmental Education research line, is related to the understanding that the formation of theoretical concepts at school is a process that must be organized aiming at the formation of theoretical thinking, with Environmental Education permeating this process from triggering situations of learning elaborated with emerging socio-environmental issues experienced in the daily life of students. The thesis defended is that the formation of scientific concepts takes place in a continuous process, permeated by all stages of teaching and from learning activities that integrate Environmental Education in their cultural and socio-environmental relations and aim at the development of theoretical thinking. The theoretical foundation of the research development and analysis is supported by the theoretical-methodological principles of cultural-historical theory, activity theory, developmental teaching and authors who dialogue with the theories. Twenty-one students enrolled in High School in a State School participated in the investigation. The research analysis is presented in analysis units, episodes and scenes. The first episode presents the learning actions in the movement of theoretical thinking and composes the unit of analysis of the relationship between teaching actions and learning actions. The second episode presents the learning actions in the reality transformation movement and composes the analysis unit of the connection-transformation movement in Environmental Education. The episodes are organized into six scenes that reveal the essential relationships for understanding the phenomenon studied. The results evidenced the students' conceptual formation process as an instrument of the theoretical thought movement. The learning actions in this context enabled the formation of the students' perception, analysis, reflection and action, which we consider as the necessary connection for the transformation of social and environmental issues experienced in the community to occur. In this process, we highlighted the need to organize teaching from the perspective of continuing the conceptual formation process and the consciousness of students of the actions that must be carried out in the community so that the transformation of reality can take place.