Escola sustentável: formando líderes conscientes por meio de alfabetização científica

Abstract

Environmental education plays a crucial role in shaping critical and socially responsible individuals, especially in the face of contemporary sustainability challenges. This study aimed to develop and implement a didactic sequence focused on raising environmental awareness among high school students, using active methodologies and innovative teaching practices. In addition to being applied in the classroom, this didactic sequence was designed as an educational resource, allowing other Biology teachers to adopt and adapt it to different school contexts. The research was conducted in a public school located in a small community facing environmental and social challenges. The methodology combined qualitative and quantitative approaches, including the application of diagnostic questionnaires, fieldwork, and the production of educational materials. The didactic sequence was structured into six stages: (1) Initial diagnosis, where a questionnaire assessed students’ prior knowledge; (2) Image analysis, in which students engaged in guided discussions on environmental issues; (3) Fieldwork, allowing students to identify environmental impacts within their community; (4) Production of informational pamphlets, encouraging communication and environmental awareness; (5) Seminar organization, where students presented their findings and reflections; and (6) Final evaluation and reflection, involving the reapplication of the initial questionnaire and an analysis of students’ portfolios. The results revealed a significant improvement in students’ knowledge of sustainability, as well as noticeable changes in how they understand and engage with environmental issues. A heightened critical awareness of local environmental impacts was observed, along with an increase in the adoption of more sustainable behaviors in both school and family settings. Thus, the didactic sequence demonstrated its potential to contribute to a more dynamic and contextualized learning process, reinforcing the connection between theory and practice in Biology education.