Viveiro de plantas nativas como ferramenta de educação ambiental no ensino médio em Extremoz/RN

• Ano de defesa: 2025
• Autor(a) principal: Santos, Emerson Carlos dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Biologia Molecular; Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO); UFPB
• Palavras-chave em Português: Sensibilização ambiental; Aulas práticas; Interdisciplinaridade; Protagonismo estudantil; Invasão biológica; Environmental awareness; Practical classes; Interdisciplinarity; Student protagonism; Biological invasion; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/36268

Environmental Education (EE) emerged in the 1970s as a response to global environmental concerns and was formalized in Brazil with the Environmental Education Law of 1999, later being incorporated into the school curriculum. Aiming to foster environmental awareness within the school environment, the objective was to develop a nursery for native plants with high school students, creating a permanent pedagogical space with the purpose of reforesting deforested areas in the city of Extremoz/RN. A qualitative approach was used through action research and practical activities applied to 20 students from a 2nd-year high school class at Escola Estadual Almirante Tamandaré, in Extremoz/RN, involving a preliminary diagnostic questionnaire, practical activities at school and in the field, and participant observations recorded in a field diary. The categorical analysis of the data and evaluation through a focus group were fundamental to understanding students' perceptions of native plants. Activities included visits to plant nurseries, seed collection, and the setup of the school nursery, promoting cultivation and planting practices. The results demonstrated a significant increase in students' knowledge about the importance of green areas, transforming them into active environmental agents who participated in the distribution of seedlings and suggested locations for planting. The research not only promoted social skills but also fostered greater environmental awareness, resulting in a legacy of sustainable attitudes. The experience culminated in the creation of a Didactic Guide, compiling activities and materials to support EE and reforestation, serving as a resource for other educators and institutions. This approach not only strengthened students' emotional connection with the environment but also established an effective model for EE, demonstrating the transformative potential of education as a tool for social and environmental change. It is concluded that the proposal to create a native plant nursery stands out as a relevant initiative in the field of EE, promoting a transformation in students’ perceptions and behaviors toward the environment. The integration between theory and practice enabled a dynamic learning environment, in which students became protagonists of their own education. The research stands out as a catalyst for the formation of conscious and engaged citizens, ready to face contemporary ecological challenges and promote sustainability within their communities.