Google earth como tecnologia aplicada no ensino de ciências da escola da floresta: sustentabilidade e conservação alinhada aos (ODS)

Abstract

This research analyzed the pedagogical potential of Google Earth in Science teaching at a Forest School in Amazonas, focusing on sustainability and the Sustainable Development Goals (SDGs). The theoretical framework was based on systemic thinking and ecological literacy, integrating digital technologies and active methodologies to promote critical learning. Methodologically, a qualitative approach was adopted through a case study with action-research characteristics, conducted with a teacher and 6th-grade students. Data collection involved participant observation, field notes, and semi-structured interviews, with the empirical material processed through Discursive Textual Analysis (DTA). Results indicated that the tool's use promoted digital and ecological literacy, allowing students to visualize, on a real scale, environmental impacts such as deforestation and river pollution. The resource facilitated the understanding of the interdependence between local reality and global phenomena. However, significant infrastructural challenges emerged, such as energy and internet instability, which limited full digital inclusion in the state's interior.