Sequência didática em geografia e educação ambiental na escola do campo na Escola Municipal Santa Rosa-Itaquiraí/MS

Abstract

The increase in solid waste has led to greater sustainability challenges across society. Large-scale production demonstrates the impacts humans are capable of causing on the environment, especially when many survive on what's called "garbage." Improper waste disposal frequently occurs in urban areas, and despite common belief, the topic is still not addressed much in educational networks, particularly in rural areas. In these regions, burning, landfilling, and abandoning waste near water bodies are common practices, representing a serious socio environmental problem. Considering that schools also generate waste, this brings reflection on their daily practices and the role of education in confronting this issue. The foundation is based on authors such as Caldart (2012), Arroyo (2004), Reigota (2004), Assad (2016), Soares (2007), and Molina and Jesus (2004), among others, who contribute to the reflection on the educational rights of rural populations, the school's role in sustainability education, and the importance of education as a transformative practice. The general objective of this work is to equip pedagogical practice to discuss the theme "solid waste or garbage?" in a rural school, correlating it with SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production). Among the specific objectives are: To understand how waste is disposed of at the rural school, o plan an interdisciplinary proposal that addresses the topic in a contextualized way and stimulates student protagonism in local environmental issues. The proposal is situated within the field of School Geography, articulated with the foundations of Rural Education and critical Environmental Education. It utilizes the development and application of a didactic sequence, supported by the National Common Curricular Base (BNCC), as its primary pedagogical tool. The adopted methodology employs a qualitative approach, inspired by action research, and is based on observations, the application of a survey questionnaire, and the analysis of student productions during the execution of the planned activities. The results obtained from the application of the didactic sequence indicate that the students showed interest in the theme, recognizing their local reality as part of the 'waste or trash' problem, and proposing simple and viable solutions, such as selective collection, recycling, reusing organic waste, and composting. It is concluded that the didactic sequence, as a learning tool, is an active methodology within an interdisciplinary framework, contributing to the themes of Environmental Education and School Geography. This is evident in the students' spontaneous participation and interaction during the application of classroom activities, making them more productive and enjoyable, and highlighting the importance of contextualized pedagogical practices. Finally, it is considered a fundamental tool for the formation of critical and conscious individuals, capable of contributing to the construction of more sustainable societies.