O lugar e a geografia: contribuições para as práticas de educação ambiental nos anos finais do ensino fundamental

Abstract

Society, embedded in a space of transformation, undergoes unequal daily experiences, including within the school environment. Geography, through the category of Place, contributes to the understanding, belonging, and identity regarding lived space, allowing for its critical reinterpretation. From this perspective, the socio- environmental question constitutes a core theme in the present day. Over time, social movements, private initiatives, and legislation have reinforced the role of Environmental Education in Basic Education. It is essential to bridge the gap between man and nature. However, Geography lessons frequently treat nature and society as disconnected and superficial topics, detached from the students' local reality, which hinders the understanding of the concept of environment. This challenge can be overcome by providing relevant classroom practices that arealigned with principles of Environmental Education. Therefore, the objective of this research is to analyze how the geographical category of Place can contribute to the Environmental Education practices within School Geography. Methodologically, a qualitative research approach with a bibliographic nature was chosen, seeking to offer, through exploratory pedagogical practices, potential in-class and out-of-class activities. It was found that pedagogical practices encompass the fundamentals of Environmental Education and that classroom work, articulating nature and society within the lived place as a constituent of the world, can assist in addressing socio-environmental problems in Geography teaching.