Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:42:29Z No. of bitstreams: 1 2016 - Cristina Maria Alves da Silva.pdf: 4473867 bytes, checksum: f45b303fc503257b78a31fe3cf52b0f1 (MD5) / Made available in DSpace on 2017-10-24T18:42:29Z (GMT). No. of bitstreams: 1 2016 - Cristina Maria Alves da Silva.pdf: 4473867 bytes, checksum: f45b303fc503257b78a31fe3cf52b0f1 (MD5) Previous issue date: 2016-07-20 / This research aimed to analyze the learning process from the environmental pedagogical praxis perspective taking into account the exchange of knowledge that occurred between 55 students from the 6th and the 7th grade of a public school located in Duque de Caxias/RJ. To understand the process of formation and development of a critical environmental education we took as a starting point the students? reality throughout the year of 2015.Based on the concept of the Theory of Meaningful Learning from David Ausubel (1980), firstly, a kind of poll was given to the students. The intention was getting the level of knowledge they had about the environment and what kind of thought they had about it. We stimulated them to think about their neighborhood as well. After they had answered the questions, we applied a number of educational activities focused on the critical environmental education. No matter the tools, the purpose was always the same: reflect and record in an individual notebook the knowledge built and exchanged in the classroom. After the implementation of these educational activities, the same poll was applied again. That time the aiming was to evaluate whether and which knowledge they had gained, which kind of thoughts and behaviors were built in relation to the environment, to their neighborhood. Then, a comparison of the answers given before and after the activities that included mainly the students? reality was made. An that point it was observed that it is necessary to take into account the students? reality in order to develop a critical environmental education, which turns them into active pieces of the changing process instead of keeping them passive. They started wondering how the relationships worked, no matter the parts involved in, so they started seeing themselves as main characters, as people who are responsible for the environment where they were inserted in. / Esta pesquisa teve por objetivo analisar o processo de aprendizado a partir das praxis pedag?gicas ambientais e as trocas de saberes que ocorreram entre 55 estudantes das turmas do 6? e 7? ano de uma escola p?blica estadual no munic?pio de Duque de Caxias/RJ. Considerou-se a realidade vivida pelos mesmos ao longo do ano letivo de 2015, visando compreender o processo de forma??o e desenvolvimento de uma educa??o ambiental cr?tica e reflexiva. Com base no conceito de Organizador Pr?vio da Teoria da Aprendizagem Significativa, de David Ausubel (1980), foi aplicado, inicialmente, um question?rio junto aos estudantes com a inten??o de compreender que conhecimentos tinham e o que pensavam sobre o meio ambiente, sobre seu bairro e sua vizinhan?a. Ap?s a aplica??o do question?rio, foi desenvolvido um conjunto de atividades pedag?gicas voltadas para a educa??o ambiental cr?tica, a finalidade era refletir e registrar em uma caderneta individual de campo o conhecimento constru?do e trocado em sala de aula. Ap?s a aplica??o das atividades pedag?gicas, voltou-se a trabalhar com o question?rio inicial. Desta vez, com a inten??o de avaliar se havia novos conhecimentos e em caso de resposta positiva quais. A compara??o entre os question?rios aplicados antes e depois das pr?ticas voltadas a uma educa??o ambiental que inclu?sse a realidade vivida pelos estudantes permitiu que se observasse o cotidiano dos mesmos e os pontos que devem ser abordados para a constru??o de uma educa??o ambiental reflexiva, ativa, que permita o questionamento das rela??es existentes entres os seres humanos que vivem em determinado espa?o e deles com o ambiente em si, o que significa dizer que os estudantes em quest?o passam a ser vistos n?o como meros expectadores, mas como protagonistas de suas vidas e respons?veis por seu ambiente.