EDUCAÇÃO AMBIENTAL CRÍTICA: A PERCEPÇÃO DO MEIO AMBIENTE POR MEIO DOS MAPAS MENTAIS

Abstract

Environmental education is the result of social commitment and respect for oneself, others and life, as well as a sense of belonging to the planet. The need for new practices in agricultural production is evident in order to effectively combat environmental degradation, which compromises natural resources. The main objective was to analyze students' perception of the relationship between humans and the environment using mental maps from an Agroforestry System used as a teaching resource. The research was carried out through mental maps, based on an Agroforestry System, which presented records of important information, allowing easy access when necessary. The relationship between sustainability, environmental education and environmental knowledge was also discussed based on the dialogue of knowledge. The work was subdivided into stages, with the first dealing with a discussion of the relationship between sustainability, environmental education and environmental knowledge, based on the dialogue of knowledge. As qualitative research, bibliographical research of theoretical works was used in the discussions. In the second stage, the objective was to analyze the perception of 1st year high school students about the environment, with a view to practicing contextualized Environmental Education, with the aim of decoding and interpreting mind maps, used as a methodological tool, following the Kozel methodology. At another point, the aim was to develop critical thinking through a proposal based on the principles of Environmental Education. This highlights the academic and social relevance of this research for motivating the pedagogical process and training citizens who are committed to the environment. In the end, a proposal for a didactic sequence was drawn up and presented, centered on the use of an Agroforestry System used as a didactic resource, with the aim of building critical and reflective thinking in the relationship between the student and the environment. Throughout the work, the importance of environmental perception through mind maps in Environmental Education and its association with the Agroforestry System was discussed, revealing that students have prior knowledge of the environment, generally acquired through personal experiences, and often have a negative view of human interference in the environment. The actions taken indicate the need for ongoing environmental education in schools, aimed at training citizens who are committed to environmental sustainability. It is essential that these educational practices take into account students' previous conceptions, which often limit their understanding of the environment to its natural aspects. This analysis of the mind maps reveals the importance of integrating environmental education into the students' everyday environment, promoting a more authentic and emancipatory education. The research shows that the concept of the environment as a set of physical, chemical and biological interactions, sheltering all forms of life, needs to be promoted in order to awaken a sense of belonging and value local culture and economy. To contribute to the desired transformation, it is suggested that continuous and dialogical educational practices be implemented in schools that discuss the impact of human actions on the environment, both negatively and positively, and promote new models of living in society. In addition, the use of mind maps can guide teaching and learning methodologies in schools, facilitating the development of educational strategies that guarantee meaningful learning about the relationship between human beings and the environment.

Keywords: Sustainability; Agroforestry; Kozel Methodology; Educational Practices.