Reserva biológica do Parque Equitativa, Duque de Caxias: um espaço não formal para a prática de educação ambiental

• Ano de defesa: 2018
• Autor(a) principal: Mantovi, Andréia da Silva
• Orientador(a): Miguel, João Rodrigues
• Banca de defesa: Rodrigues, Chang Kuo, Vasconcellos, Roberta Flávia Ribeiro Rolando, Moreira, Maria Cristina do Amaral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Grande Rio
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Unigranrio::Ensino das Ciências
• País: Brasil
• Palavras-chave em Português: Educação; Ciências - Estudo e ensino; Educação ambiental; Ensino fundamental; Reserva ambiental
• Área do conhecimento CNPq: Ensino das Ciências; Educação Ambiental
• Link de acesso: http://localhost:8080/tede/handle/tede/323

This research proposes to show the relevance of non-formal spaces for work with Environmental Education (transversal theme defined by the MEC in the PCN, in addition to the Environmental Education Law, which makes its application mandatory). There is a great difficulty in inserting this theme in the classes, because the concern is to fulfill the curriculum, and when it is worked, occurs superficially, decontextualized, with projects or short events in the school. Through an educational product aimed at sixth grade elementary school students in the Rebio Equitativa, a non formal space in Duque de Caxias, Baixada Fluminense (RJ), where these contents will be approached, a new conception of environmental respect is sought, and can be experienced by students from local schools. The said product is composed of a suggestion of field lesson script, in addition to a video and a booklet. In the validation methodology, questionnaires were used before and after the field class, as well as the analysis of drawings also performed before and after the field class. It was observed in the analysis of the results that, after the application of this educational product, the students were able to have a more respectful view of nature, carrying out a reflection aimed at behavior change. The school shows itself to be an agent that transforms culture and, above all, that it is aware of environmental problems from the local reality, and that it is capable of forming people aware that they are part of the environment and that, being capable of reasoning, to interfere in this medium in different ways.