Educação ambiental: os impactos do lixo no município de Ribeirão da Neves (MG) - Desafios e Soluções

• Ano de defesa: 2024
• Autor(a) principal: Cláudia Fernanda Lopes dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: Resíduos sólidos; Ensino de ciências por investigação; Metodologias ativas; Sequência didática; Biologia; Ensino; Pesquisa cientifica; Plano de aula
• Link de acesso: http://hdl.handle.net/1843/69602

Daily, Brazil discards tons of waste, the majority of which is directed towards sanitary landfills. The remainder is largely disposed of in open fields, including waterways, rivers, and forest areas adjacent to urban centers. Consequently, the inappropriate disposal of Brazilian waste results in environmental contamination of water reservoirs, rivers, and forested areas; proliferation of disease vector animals and insects; emission of noxious gases, and squandering of potentially recyclable materials. Observing a school and its vicinity in Ribeirão das Neves, this study proposes a didactic sequence (DS) with an investigative approach, addressing the environmental issues arising from substantial waste generation and mismanagement in this community. The project engaged students in diagnosing the root causes of waste accumulation around the school and throughout the municipality, stimulating them to suggest ecological awareness practices that could mitigate the problems engendered by incorrect waste deposition. This initiative aligns with the integrative axes of the new High School curriculum, where students, through proposing interventions in their school and community, play a central role in the teaching-learning process, applying biological knowledge to their daily lives. The didactic sequence was implemented in a first-year High School class across six stages (12 sessions of 50 minutes each), facilitating learning experiences that enabled students to connect theoretical knowledge with practical application. Beyond these outcomes, the students created awareness materials and practical solutions to mitigate the waste-related issues. The methodology deployed in this investigative sequence was pivotal in cultivating ecological consciousness, equipping students to holistically and effectively address the complex challenges associated with solid waste management.