A pedagogia de projetos na compreensão dos impactos socioambientais de acidentes com barragens

• Ano de defesa: 2019
• Autor(a) principal: Baldoria, Tatiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Campus Liberdade; Mestrado em Ensino de Ciências; Cruzeiro do Sul
• Palavras-chave em Português: Pedagogia de projeto; Educação ambiental; Acidentes ambientais; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://repositorio.cruzeirodosul.edu.br/handle/123456789/343

The Building technicians are professionals in the construction sector and one of their duties is to care for the environment, as the construction industry is one of the sectors that consumes natural resources the most, generating considerable environmental impacts. Thus, during its formation it is importante to arouse in this soon-to-be technicician a differentiated look at the environment and this is done based on the Environmental Education that must be incorporated in all disciplines. In the chemistry discipline, for example, this look comes from the theme of extraction of mineral resources, which are associated with mining companies that is currently being news due to environmental accidents. These accidents, a lot of times, are unknown to the majority of the Brazilian population because they do not have much repercussion in the media. Only those involving a considered number of victims are of media interest, such as, the dam accidents that occurred in the state of Minas Gerais in the city of Mariana, in 2015, and in Brumadinho, in 2019. Since the building technician may be responsible for the maintenance and construction of dams, it is important to make it aware of its technical responsibility and the social and environmental consequences of in which involve dam accidents. For this, it was developed in this work a special methodology for the study of this theme. This methodology was the Project Pedagogy that provides the subject-object interaction of knowledge leading the student to autonomy, because he or she is the protagonist of its learning, among them, those involving environmental issues. For this research the starting point was based on the question: Does project pedagogy help high school and building technicians (ETIM) students to understand the social and environmental consequences of environmental accidents? Thus the objective of this dissertation was to investigate the contribution of project pedagogy in understanding the socio-environmental consequences involved in environmental accidents. 75 students from the 1st year of the ETIM in Buildings of the Itaquera II State Technical School in the city of São Paulo participated in this work. This work was developed over a four-week period covering May and June of 2018 and included two weekly chemistry classes. The pedagogy of projects had as theoretical reference the phases described by Nogueira (2008) and was evaluated by the students from the questionnaire proposed by Cohen and Lotan (2017). The students developed 16 projects from sub-themes related to the Samarco dam accident and presented the results of their projects in a workshop organized by them. The results showed that the Project Pedagogy contributed to the understanding of the social and environmental impacts of accidents involving dams, since the student, when researching the theme and presenting the result of this research to other schoolmates, developed beyond autonomy, the safety to deal with this theme.