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R. C. S. Pereira et al.
1 Introduction
Cabo Frio is one of the seven municipalities of the Lagos Region, located in the
state of Rio de Janeiro, Brazil. Data from the Municipality of Cabo Frio (PMCBF
2014) indicate that during periods of high season, there is a considerable increase in
tourism. This contributes to additional generation of municipal solid waste (MSW),
which can be found in large quantities, mainly in the sands of the beaches of this
region. Pereira et al. (2018) reports that the green coconut shells, resulting from the
commercialization on the beaches of Cabo Frio, are MSW of great importance, due
to its weight and volume, causing serious environmental consequences for the city.
Data from the Environmental Impact Report (RIMA 2015) relating the expansion
of the sanitary landfill, located in the municipality of São Pedro da Aldeia, Brazil,
show that the Dois Arcos landfill currently receives an average amount of 600 tons
of waste per day. As a consequence, it is necessary to implement Environmental
Education actions, aimed to promote the learning process and awareness about local
environmental damages. Law 9.795/99 (Brasil 1999), which establishes the National
Environmental Education Policy (PNEA) determines, in article 2, environmental
education as a component of national education and to be articulated at all levels of
the educational process.
Authors as Kalogiannakis and Papadakis (2017) emphasize that working with
environmental education gives students the necessary skills, attitudes and values
to ensure sustainable progress to the local and global human dimension. Thus, it
can be stated that the pedagogical practice added to the use of mobile devices may
become significant allies in the development of learning, since they belong to the
daily life of children, youth and adults and contribute to a consolidated and significant knowledge, to those involved in the learning process. The insertion of digital
technologies potentiates new ways of looking at the world, new interactions with the
environment and better predisposes the citizen to preserve it. Therefore, teaching that
only uses traditional methodologies becomes unattractive (Fardo 2013). According
to the United Nations Educational, Scientific and Cultural Organization (UNESCO
2013), formal education has long been restricted to the universe of the classroom.
However, digital technologies, such as mobile devices, have expanded new spaces
for the teaching-learning process and, thus, the student has access to information,
strengthening the construction of thought and globalized relationships beyond the
school walls.
This work intends to propose an activity in environmental education associated
with media-education. To achieve this, mobile devices are used through the Kahoot!
(2018) application, in order to connect environmental education and the reuse of
solid coconut waste, linked to the context of the student’s reality, empowering future
professionals to apply pedagogical practices to the students of Elementary School.
R. C. S. Pereira et al.
1 Introduction
Cabo Frio is one of the seven municipalities of the Lagos Region, located in the
state of Rio de Janeiro, Brazil. Data from the Municipality of Cabo Frio (PMCBF
2014) indicate that during periods of high season, there is a considerable increase in
tourism. This contributes to additional generation of municipal solid waste (MSW),
which can be found in large quantities, mainly in the sands of the beaches of this
region. Pereira et al. (2018) reports that the green coconut shells, resulting from the
commercialization on the beaches of Cabo Frio, are MSW of great importance, due
to its weight and volume, causing serious environmental consequences for the city.
Data from the Environmental Impact Report (RIMA 2015) relating the expansion
of the sanitary landfill, located in the municipality of São Pedro da Aldeia, Brazil,
show that the Dois Arcos landfill currently receives an average amount of 600 tons
of waste per day. As a consequence, it is necessary to implement Environmental
Education actions, aimed to promote the learning process and awareness about local
environmental damages. Law 9.795/99 (Brasil 1999), which establishes the National
Environmental Education Policy (PNEA) determines, in article 2, environmental
education as a component of national education and to be articulated at all levels of
the educational process.
Authors as Kalogiannakis and Papadakis (2017) emphasize that working with
environmental education gives students the necessary skills, attitudes and values
to ensure sustainable progress to the local and global human dimension. Thus, it
can be stated that the pedagogical practice added to the use of mobile devices may
become significant allies in the development of learning, since they belong to the
daily life of children, youth and adults and contribute to a consolidated and significant knowledge, to those involved in the learning process. The insertion of digital
technologies potentiates new ways of looking at the world, new interactions with the
environment and better predisposes the citizen to preserve it. Therefore, teaching that
only uses traditional methodologies becomes unattractive (Fardo 2013). According
to the United Nations Educational, Scientific and Cultural Organization (UNESCO
2013), formal education has long been restricted to the universe of the classroom.
However, digital technologies, such as mobile devices, have expanded new spaces
for the teaching-learning process and, thus, the student has access to information,
strengthening the construction of thought and globalized relationships beyond the
school walls.
This work intends to propose an activity in environmental education associated
with media-education. To achieve this, mobile devices are used through the Kahoot!
(2018) application, in order to connect environmental education and the reuse of
solid coconut waste, linked to the context of the student’s reality, empowering future
professionals to apply pedagogical practices to the students of Elementary School.