Educação para a vida: uma experiência metodológica.
Abstract
The deep crises, which we live in the social and natural environment,
have their origin in the way we understand and act on them. The values
that we give to theses environments not only reflect our way of thinking
and acting, but also the way we try to solve the problems. The
(Environmental) Education, in this sense, can contribute immensily. This work
refers to the intervention made in a Primary school of Rio Claro city, state of
São Paulo, with the teachers stuff as a way of preparing them to a
methodological proposal, the Environmental Education of Body & Soul
,and its five stages model, whose main characteristic is to join cognitive
experiences with emotional ones, through the utilization of animismmist
activities, having the water as generator theme of transversatility. Its main
goal is the inquiry of the applicability potential of the educators proposal,
who developed their works together with the students. We expected to
stimulate changing, in both teachers and students, in their manner of
understanding and acting on the different environments that they live.
After two years of intervention, we could see the applicability of this
proposal on the part of the teacher whose major indicators were the results
observed with the students. Among them: the highest rates of conceptual
information retention were linked with the subjects that took more
advantages of the animismmist activities, the favoritism of more
pleasurable scholar environment, bigger interest and involvement in
environmental matters; besides the perception of the connections among
the subjects and their contents, favoring the net knowledge, collaborating
to the knowledge unification. Other indicators of the positive effects are:
the comprehension of the human being like part of the nature, where the
human actions against the nature harm the own human; and, the
valorization of our natural resources, demonstrated as phrases of affective
contents.