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Authors
Abstract(s)
O presente estudo tem como desiderato abordar a temática da Educação
Ambiental com crianças da Escola de Ciência Viva de Bragança (ECVB), com idades
compreendidas entre os 8 e 10 anos. Neste contexto, definiram-se as seguintes questões
de investigação: Que tipos de atividades de EA se podem desenvolver com crianças?
Qual o impacto do desenvolvimento e implementação de atividades de EA? Para
responder às questões levantadas definimos os seguintes objetivos: planificar,
desenvolver e aplicar atividades de EA; criar e desenvolver “momentos” que criem e
promovam atitudes ambientais; esclarecer os mais jovens de que a atividade humana pode
alterar a dinâmica global do ambiente e provocar impactos irreversíveis; e refletir e
avaliar o impacto das atividades de EA realizadas. Fruto da investigação, é do
conhecimento que as crianças devem ter experiências e atividades, continuadas, para que
consigam adquirir, entre outros, conhecimentos, comportamentos e competências de
forma a que tenham consciência das questões ambientais. O quadro metodológico deste
estudo é de natureza qualitativa e os participantes foram os alunos da Escola Ciência Viva
de Bragança. Neste processo, foram construídas e implementadas atividades de Educação
Ambiental, com destaque para a preservação do ambiente, causas e consequências da
atividade do homem na biodiversidade do planeta. Recolhemos dados recorrendo a
instrumentos como as notas de campo, grelhas de observação, fotografias e registos dos
alunos, que posteriormente analisámos, recorrendo à análise de conteúdo. Os resultados
evidenciam que a Educação Ambiental deve ser introduzida, trabalhada e desenvolvida
nestas faixas etárias, através de diversas atividades que contribuam para a formação de
cidadãos mais conscientes e informados, com competências e capacidades que os ajudem
a criar soluções para os problemas ambientais. Concluímos, por estudos desta natureza,
que as atividades desenvolvidas, constituem uma mais valia para a construção de
conhecimentos que, futuramente, possam servir como impulsionadores de atitudes e
comportamentos ambientalmente corretos, desenvolvendo competências nos domínios
pessoal, social e ambiental.
This study aims to address the theme of environmental education with children and youth of the Bragança “Ciência Viva” school, aged between 6 and 10 years. In this context, the following research questions were defined: What types of Environmental Education activities can be developed with children? What is the impact on children of the development and implementation of environmental education activities? To answer the questions raised we have defined the following objectives: (i) develop and plan environmental education activities; (ii) create situations that lead to the development and promotion of environmental attitudes; (iii) clarify to young people that human activity can alter the global dynamics of biodiversity and impacts on the environment; (iv) reflect and evaluate the impact of the activities performed. As a result of research, it is well known that children should have ongoing experiences and activities so that they can acquire, among others, knowledge, behaviours and skills so that they can be aware of environmental issues. The methodological framework of this study is qualitative in nature and the participants were the students of the Bragança “Ciência Viva” school. In this process, environmental education activities were built and implemented, highlighting the protection of the environment, causes and consequences of human activity on the planet biodiversity. We collected data using instruments such as field notes, observation grids, photographs and student registers, which we later analysed using content analysis. The results show that Environmental Education must be introduced, worked and developed in these age groups, through various activities that contribute to the formation of more aware and informed citizens, with skills and abilities that help them to create solutions to environmental problems. We conclude, by studies of this nature, that the activities developed constitute an added value for the construction of knowledge that, in the future, can serve as drivers of attitudes and behaviours that are environmentally correct, developing personal, social and environmental skills.
This study aims to address the theme of environmental education with children and youth of the Bragança “Ciência Viva” school, aged between 6 and 10 years. In this context, the following research questions were defined: What types of Environmental Education activities can be developed with children? What is the impact on children of the development and implementation of environmental education activities? To answer the questions raised we have defined the following objectives: (i) develop and plan environmental education activities; (ii) create situations that lead to the development and promotion of environmental attitudes; (iii) clarify to young people that human activity can alter the global dynamics of biodiversity and impacts on the environment; (iv) reflect and evaluate the impact of the activities performed. As a result of research, it is well known that children should have ongoing experiences and activities so that they can acquire, among others, knowledge, behaviours and skills so that they can be aware of environmental issues. The methodological framework of this study is qualitative in nature and the participants were the students of the Bragança “Ciência Viva” school. In this process, environmental education activities were built and implemented, highlighting the protection of the environment, causes and consequences of human activity on the planet biodiversity. We collected data using instruments such as field notes, observation grids, photographs and student registers, which we later analysed using content analysis. The results show that Environmental Education must be introduced, worked and developed in these age groups, through various activities that contribute to the formation of more aware and informed citizens, with skills and abilities that help them to create solutions to environmental problems. We conclude, by studies of this nature, that the activities developed constitute an added value for the construction of knowledge that, in the future, can serve as drivers of attitudes and behaviours that are environmentally correct, developing personal, social and environmental skills.
Description
Keywords
Educação ambiental Escola Ciência Viva