O Processo de ensino e sustentabilidade: perspectivas das professoras da Comunidade Costa do Canabuoca III/Manacapuru-AM

Abstract

Understanding that the teaching process occurs in the teacher-student interaction, where there is the intention of transmitting knowledge and promoting learning, sustainability refers to practices that seek to balance human development with the preservation of the environment and natural resources. The relationship between the teaching process and sustainability is linked to the formation of individuals who are aware and responsible for the impacts on the environment caused by their actions, valuing the experiences of sustainable practices in the school environment. This study analyzed the perspectives of teachers from the Costa do Canabuoca III Community in a qualitative approach investigation in which the natural environment is the direct source of data and the researcher is the main agent seeking to understand the meaning that the subjects attribute to their experiences. The method adopted was participatory research, conducted in three stages: application of a questionnaire, immersion activity, observation and analysis of the teaching methodologies adopted by the nine teachers and one pedagogue. Data analysis was inductive and descriptive, through Bardin's techniques. The data collected in the diagnosis initially indicated that 50% of the teachers did not carry out work focused on environmental education. After carrying out the immersion activities, the results achieved showed that the teachers have made progress in adopting active methodologies, such as the flipped classroom and interdisciplinary projects, encouraging critical reflection and promoting student autonomy, although the impact is still limited in the students' ability to propose practical solutions to local socio-environmental challenges. The teachers were made aware of the importance of sustainability in their educational practices, and the strategies adopted using the 17 Sustainable Development Goals (SDGs) allowed the identification of pedagogical approaches that considered environmental, social and sustainable issues. The immersion activities carried out with the teachers contributed to the adoption of new pedagogical practices and to a renewed vision in the discussion and elaboration of generating themes. These themes addressed problems related to the reality of the community and enabled the construction of proposals to solve small everyday problems.