Pedagogical Sustainability Project Addressing Environmental Problems …
455
promoting themes focused on student education, so that students can identify anthropogenic activities that damage the ecosystem and take a critical stand against such
facts. The Pedagogical Course Project (PPC 2019), prepared by the FFI-CF for Integrated High School Hosting Course (IHSHC), aims to enable students in the housing
sector for social development and appreciation of local and regional cultural, historical and environmental characteristics. This is in line with the eighth SDG prepared
by UNESCO (2015), which defines sustainable tourism as a possibility of generating
employment, promoting local culture and products.
IGAEI also aims at its pedagogical proposal, structured through the Minimum
Curriculum of the Teacher Training Course (SEEDUC 2013), the construction
of innovative practices, contextualised according to the local and global environmental conditions, critically and consciously promoting conservation and the
planet’s natural ecosystems. In this logic, the pedagogical dynamics elaborated in a
contextualised way to the students’ reality are essential methodological tools, since
they generate social interactions, vital aspects in obtaining meaningful and quality
teaching (Oliveira et al. 2018).
This study aims to develop a sustainability project using pedagogical dynamics
(PD), through Cycle of Living Activities (CLA) with problem situations, related to
insufficient water supply in the city of Cabo Frio, RJ, involving the discipline of
Fundamentals of Tourism and Hospitality (FTH) of the IHSHC.
2 Methodology
Data from this survey were collected during March 2019. This qualitative study uses
tools of the exploratory methodology, seeking to work the problem to make it more
transparent (Gil 2008). Therefore, action research was used as a methodological
approach, aiming to solve common problems, in which participants and researchers
are involved, to cooperate and contribute to the change of perception about their
practices (Franco 2016). Problem situations were elaborated regarding the reality of
the Monte Alegre neighbourhood, in the city of Cabo Frio, RJ, Brazil, which presents
severe problems related to water supply.
The target audience for this research was 23 FFI-CF students enrolled in the first
year of IHSHC, aged 15–16 years. The study was applied in line with the objectives of
the FTH discipline to relate the pedagogical practices developed in each PD with the
SDGs indicated by UNESCO (2015). It is important to highlight that these practices,
also known as existing methodologies, were based on learning through projects that
seek to address issues inherent in the students’ context, making the learning process
meaningful (Ferrarini et al. 2019).
The study was developed in three stages: organisation, subdivided into training
and orientation; application of pedagogical practices through the CLA and, finally,
the structured assessment of four questions, aimed at the FFI-CF students involved
in the activities, so that they could give their opinion relating each PD.
455
promoting themes focused on student education, so that students can identify anthropogenic activities that damage the ecosystem and take a critical stand against such
facts. The Pedagogical Course Project (PPC 2019), prepared by the FFI-CF for Integrated High School Hosting Course (IHSHC), aims to enable students in the housing
sector for social development and appreciation of local and regional cultural, historical and environmental characteristics. This is in line with the eighth SDG prepared
by UNESCO (2015), which defines sustainable tourism as a possibility of generating
employment, promoting local culture and products.
IGAEI also aims at its pedagogical proposal, structured through the Minimum
Curriculum of the Teacher Training Course (SEEDUC 2013), the construction
of innovative practices, contextualised according to the local and global environmental conditions, critically and consciously promoting conservation and the
planet’s natural ecosystems. In this logic, the pedagogical dynamics elaborated in a
contextualised way to the students’ reality are essential methodological tools, since
they generate social interactions, vital aspects in obtaining meaningful and quality
teaching (Oliveira et al. 2018).
This study aims to develop a sustainability project using pedagogical dynamics
(PD), through Cycle of Living Activities (CLA) with problem situations, related to
insufficient water supply in the city of Cabo Frio, RJ, involving the discipline of
Fundamentals of Tourism and Hospitality (FTH) of the IHSHC.
2 Methodology
Data from this survey were collected during March 2019. This qualitative study uses
tools of the exploratory methodology, seeking to work the problem to make it more
transparent (Gil 2008). Therefore, action research was used as a methodological
approach, aiming to solve common problems, in which participants and researchers
are involved, to cooperate and contribute to the change of perception about their
practices (Franco 2016). Problem situations were elaborated regarding the reality of
the Monte Alegre neighbourhood, in the city of Cabo Frio, RJ, Brazil, which presents
severe problems related to water supply.
The target audience for this research was 23 FFI-CF students enrolled in the first
year of IHSHC, aged 15–16 years. The study was applied in line with the objectives of
the FTH discipline to relate the pedagogical practices developed in each PD with the
SDGs indicated by UNESCO (2015). It is important to highlight that these practices,
also known as existing methodologies, were based on learning through projects that
seek to address issues inherent in the students’ context, making the learning process
meaningful (Ferrarini et al. 2019).
The study was developed in three stages: organisation, subdivided into training
and orientation; application of pedagogical practices through the CLA and, finally,
the structured assessment of four questions, aimed at the FFI-CF students involved
in the activities, so that they could give their opinion relating each PD.