Descarte de resíduos sólidos nas reservas da mata atlântica no distrito de Primavera-SP: proposição de sequência didática para os alunos do ensino médio

Abstract

This dissertation presents a pedagogical intervention, in the form of a didactic sequence, aimed at problematizing solid waste disposal among high school students in an elective Geography course. The study is grounded in a discussion of the society–nature relationship and the principles of critical Environmental Education, articulated with the concepts of environment, solid waste, and relevant Brazilian legislation. The research adopted a qualitative approach, structured in three stages: (i) the design of the didactic sequence, aligned with the Brazilian National Common Curricular Base (BNCC) and the school community context; (ii) the implementation of classroom activities conducted over weekly sessions, involving dialogic teaching, analysis of audiovisual materials, production of written and visual records, and the sharing of results; and (iii) the evaluation of the proposal, based on a questionnaire administered to students and the analysis of the materials produced. The results indicated a deeper understanding among students regarding the environmental impacts of improper solid waste disposal, as well as an expanded sense of co-responsibility among individuals, the school, the community, and public authorities in the conservation of collective spaces. The didactic sequence proved to be feasible and pedagogically meaningful, highlighting the importance of Geography education in the formation of critical and socially engaged subjects regarding local social and environmental issues.