Alfabetização ecológica na percepção ambiental de estudantes de uma escola municipal em Parintins/AM

Abstract

The present construction reflects the following problem: “Considering the environmental perception of riverine students about Amazonian ecosystems, what can be evidenced from their reports as indicators of Ecological Literacy”? To this end, we go along with the general objective of “understanding the learning of riverine children from the articulation of Ecological Literacy with the dynamics of floodplain and terra firme ecosystems, highlighting the effects they generate on their perceptions and socio-environmental representations of the place of life”. Three general objectives were sewn to the general objective: To verify, from the reports of the riverine students, their perceptions about the ecological dynamics observed in the Amazonian ecosystems; Identify elements from students 'perceptions about ecological dynamics, which may contribute to the construction of their Ecological Literacy and Articulate students' knowledge about the dynamics of Amazonian ecosystems to scientific knowledge, highlighting their approximations and distances. The theoretical and methodological course was organized in Odum (1988), Jacaúna (2012), Capra (2003; 2006; 1990), Morin (2003; 2005; 2006; 2007), Krasilchik and Marandino (2007), Lopes (1999) , Souza (2013), Chassot (2003, 2007, 2008), building our contribution on Ecological Literacy, Riverside Community and Science Teaching. The research is qualitative and phenomenological, focused on ethnography and case study. The data collection techniques used were participant observation, field diary, drawing, interview. The activities were developed through observations of the Natural Sciences classes, with the construction of a terrarium and a water filter for soil study, a drawing workshop based on a Didactic Sequence. We analyzed the speeches of the subjects, which were 14 students. The method of analysis was the Phenomenological Analysis, by Bicudo et al (2011). A questionnaire was applied to the class teacher. Finally, we affirm that indicators of Ecological Literacy can be perceived from the reports of riverine children, such as notions of ecosystems and their importance to life, when considering the environmental perception of Amazonian ecosystems. The research was designed to understand and reflect on the initial question, but is open for future research, reference, corroborations and contradictions in the area.