Análise da aprendizagem de estudantes do ensino médio sobre conteúdos conceituais de educação ambiental por meio da produção de livros-jogos

Abstract

Environmental Education (EA) is an important process in the formation of citizens who live in an economic system that encourages the consumption and exploitation of natural resources made available by the environment. The school is a gateway to understanding Environmental Education, where students learn about sustainability without actually defining it, through actions that encourage environmental preservation. In order to make EA attractive to students, it is necessary to use flexible and diverse methodologies that encourage these students to take a leadership role in their learning process. “Tecnodocência” is an alternative to working EA more efficiently, integrating Information and Communication Digital Technologies (ICDTs) into teaching, getting closer to the reality of the current generation by using ICDTs to produce Digital Authorial Educational Materials (DAEM) in the form of gamebooks, allowing students to actively participate in the learning process. The general objective of this work was to analyze the learning process of 1st year high school students about some specific concepts of Environmental Education through the production of digital gamebooks. This is a qualitative intervention research, of an exploratory nature, which involved the participation of 31 students from a state public school located in Fortaleza – Ceará. For the development of the research, a Didactic Sequence was applied between the months of September and November of the year 2024, with seven interventions, following the procedures for planning, application and analysis of results and two forms, to capture the concepts about EA, at the beginning (QI) and at the end (QF). of the project. To analyze the results, the methodological triangulation technique was used, comparing the QI and QF instruments with the theoretical framework used to substantiate the concepts about EA. The results showed that there was an increase in knowledge regarding the definition of the following concepts: Sustainability, Landfill, Landfill, Recycling and Waste. Specifically, the concepts of recycling and waste proved to be well internalized, being the only concepts where some students entered a sub-stage of deepening and learning, while the other concepts had an evolution in their definitions, configuring the majority of students in the learning process. Future perspectives include the dissemination of these results in academic periods, conferences and events and the basis for a future postgraduate project in education.