Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T20:15:33Z No. of bitstreams: 1 2017 - Cilene de Souza Silva Freitas.pdf: 5512558 bytes, checksum: bbaf772cc94994704999d3f6ec796f9f (MD5) / Made available in DSpace on 2018-06-13T20:15:33Z (GMT). No. of bitstreams: 1 2017 - Cilene de Souza Silva Freitas.pdf: 5512558 bytes, checksum: bbaf772cc94994704999d3f6ec796f9f (MD5) Previous issue date: 2017-04-12 / This research has aimed to use elements of the space of drainage basins in pedagogical activities of non-formal education. The goal is to assess the use of trekking both as an instrument to investigate the environmental perception of the students and as a pedagogic resource to problematize ecological concepts and socio-environmental questions by using a didactic sequence containing ?generating themes? regarding elements of a drainage basin. Non-formal spaces contribute to expand the student?s perspective of what Science is, different from the one usually presented at school ? one that is often closed, static, reductionist, and unquestionable, presenting an utilitarian view of the environment. We hope to have provided support to the construction of new values in this relation, widening the pedagogical space and uniting formal and non-formal education. The subjects of this research are students of two schools around UFRRJ, at Serop?dica, RJ. This research has happened in four phases. Phase I characterizes the articulation with schools and managers of the Parque Natural Municipal do Curi? Paracambi (PNMCP), RJ. Phase II concerns the observation and application of diagnosis-questionnaires with open and semi-open questions aiming to check the student?s previous environmental perception, their views on what living beings are, their preliminary notions of elements/concepts that involve a drainage basin and the water cycle, followed by classroom interventions: movie exhibitions and debates concerning pieces of news reported in the big media. Phase II comprises visitation to the trekking path for which a didactic sequence with previously established stops to discuss concepts and problematize socio-environmental questions with a Critical and Emancipatory approach has been developed. Phase IV concerns the reapplication of the diagnosis questionnaire. The activities performed had a pedagogical approach based on socio-interactionist and constructivist theories. This research had a primarily qualitative approach but quantitative analyses have been performed to a better reading of research data, mainly to compare initial and final questionnaires. By analyzing the path?s potentialities planner and the recorded audio, the data reveals that trekking has widened the environmental perception of the students. When final and initial questionnaires are compared, students present a better comprehension of questions involving concepts of Ecology and socio-environmental questions discussed during trekking. We can infer that students have come to perceive the insertion of man in the Environment, and that this does not only concern nature, but the urban environment, including anthropic modifications. We conclude that the Jequitib?-rosa path of the PNMCP has widened the comprehension students had as to the concept of living beings and the diverse interaction of those with the environment. Therefore, the use of educational ecological trekking, having as generating themes the elements of drainage basins, are excellent resources to an approach of Environmental Education from a Critic and Emancipatory perspective. / Esta pesquisa se prop?s a utilizar elementos dos espa?os de bacias hidrogr?ficas em atividades pedag?gicas de educa??o n?o formal. O objetivo ? investigar o uso das trilhas como instrumento para investigar a percep??o ambiental dos estudantes e como recurso pedag?gico para problematizar conceitos ecol?gicos e quest?es socioambientais atrav?s de uma sequ?ncia did?tica com ?temas-geradores? de elementos da bacia hidrogr?fica. Os espa?os n?o formais contribuem para que o estudante tenha uma vis?o de Ci?ncia ampliada, e diferente daquela muitas vezes veiculada na escola com teorias acabadas, de maneira est?tica, reducionista, utilitarista do meio ambiente e inquestion?vel. Esperou-se garantir suporte para constru??o de novos valores nessa rela??o, fazendo a amplia??o do espa?o pedag?gico e a uni?o entre educa??o formal e n?o formal. Os sujeitos da pesquisa s?o estudantes de duas Institui??es Escolares que se situam no entorno da UFRRJ, campus Serop?dica, RJ. Esta pesquisa se deu em quatro fases. A fase I, denominada de "Processo de entrada em campo", caracterizando toda a articula??o com as escolas e com os gestores do Parque Natural Municipal do Curi? Paracambi (PNMCP), RJ. A fase II englobou a observa??o e aplica??o do question?rio diagn?stico com perguntas abertas e semiabertas que objetivavam pesquisar a percep??o de meio ambiente, como este est? relacionado com a vida dos estudantes, do que os estudantes consideram como seres vivos, e as concep??es pr?vias de elementos/conceitos que envolvem a bacia hidrogr?fica e o ciclo hidrol?gico, seguida da interven??o em sala de aula com a exibi??o de filmes e debate com reportagens veiculadas na grande m?dia. A fase III, que englobou as visitas ? trilha onde desenvolvemos uma sequ?ncia did?tica com paradas pr?-estabelecidas para abordar conceitos e para problematizar quest?es socioambientais com uma abordagem Cr?tica e Emancipat?ria. A fase IV caracterizou-se pela reaplica??o do question?rio diagn?stico. As atividades realizadas tiveram uma abordagem pedag?gica apoiada nas teorias sociointeracionista e construtivista. A pesquisa teve car?ter prioritariamente qualitativo, mas tamb?m foram feitas an?lises quantitativas para melhor leitura dos dados da pesquisa, principalmente para compara??o dos resultados do question?rio inicial e final. Os dados revelam atrav?s da an?lise da planilha de potencialidades da trilha e dos ?udios gravados, que as atividades na trilha ampliaram a percep??o ambiental dos estudantes, e que comparado com a an?lise dos question?rios diagn?stico inicial e final, eles tiveram um avan?o no entendimento de quest?es que envolveram conceitos de Ecologia e quest?es socioambientais abordados ao longo das atividades na trilha. Pode-se inferir que os estudantes passaram a perceber a inser??o do homem no Meio Ambiente, e que este n?o se resume apenas a concep??o de natureza, surgindo assim, a ideia de ambiente urbano que inclui suas modifica??es antr?picas. Conclui-se que a trilha do Jequitib?-rosa do PNMCP ampliou a compreens?o dos estudantes sobre o conceito de seres vivos e as diversas intera??es destes com o meio ambiente. Portanto, depreende-se que as trilhas ecol?gicas educativas tendo como temas geradores os elementos da bacia hidrogr?fica s?o excelentes recursos para a abordagem de uma Educa??o Ambiental Cr?tica e Emancipat?ria.