Interdisciplinaridade nas ciências ambientais: experiências formativas em classes multisseriadas de Coari - AM

Abstract

Rural education, with its locals particularities, requires a critical stance towards conventional teaching models. This study investigated the pedagogical practice of environmental science teaching at the Rural School, aiming to understand how educational approaches in multigrade classes could be improved in Coari, Amazonas. Focusing on the continuing education of teachers, the research sought to identify the needs and challenges faced by educators when addressing environmental themes in multigrade classrooms. The study involved six teachers from the municipal school Raimundo Moreira, located in the N. Sra. de Fátima community in Coari-AM. Using a qualitative approach, the research relied on action research and case studies, as per Yin (2015), combining bibliographic and documentary research with an online questionnaire and classroom observation for data collection. The content analysis, based on Bardin's proposal (2016), revealed that environmental science teaching is not effectively integrated into teachers' pedagogical practices, concluding that the approaches to environmental themes are sporadic and disconnected from the curricular components. Considering this, the research points to the need for teachers to enhance their pedagogical practices, incorporating environmental themes into the curriculum, in accordance with BNCC (2017). As a result of this work, a continuing education course on 'Pedagogical Practices for Sustainability Education' was developed, aimed at improving pedagogical practices in teaching environmental sciences for teachers of multi-grade classes, breaking paradigms and promoting contextualized and interdisciplinary learning that truly provides the integral development of individuals in the field.