O protocolo de avaliação rápida de rios como instrumento de Educação Ambiental: experiências na Escola Municipal Professor Leopoldo Kuroli, Maripá, Pr
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Jung, Mariza Martins de Jesus
 |
| Orientador(a): |
Fernandez, Oscar Vicente Quinonez
|
| Banca de defesa: |
Fernandez, Oscar Vicente Quinonez
,
Pires, Mateus Marchesan
,
Guimarães, Ariane
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Marechal Cândido Rondon |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Geografia
|
| Departamento: |
Centro de Ciências Humanas, Educação e Letras
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7177 |
Resumo: | The rapid river assessment protocol (PAR) is an environmental education instrument that can be made available to students with the purpose of awakening curiosities related to environments and sustainable practices aimed at scientific initiation. This work had the following study objectives: Evaluate PAR as an environmental education instrument in basic education, diagnose the perception of 5th year “C” students on environmental issues. Encourage the formation of environmental awareness in primary school students at School Municipal Professor Leopoldo Kuroli. Define three stretches of streams around the city and accompany twenty 5th year students in applying the rapid river assessment protocol and identifying the environmental conditions of streams in the urban area of Maripá. The action research methodology involved the school community: teachers, students, parents and volunteers. The flowchart mentioned steps that were developed: bibliographical survey on environmental education and studies on the application of the rapid river assessment protocol as an environmental education instrument, production of teaching material, lesson planning and field activities. Assessment of students' environmental perception at the beginning of the project. Conducting training classes with the class. Application of the rapid river assessment protocol (Guimarães et al. 2012). Assessment of environmental perception at the end of the project. Holding a best practices fair with the class and guests. Data integration and analysis. In addition, testimonials from people who participated in this work presentation seminar related to water resources. |