Pedagogical Sustainability Project Addressing Environmental Problems …
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playfully allow a greater understanding of the contents to be assimilated, promoting
creativity and the pleasure of learning (Orsi and Ferreira 2019; Whitton 2018).
CLA can then be applied to teaching–learning activities with the intention that the
students of the team mobilise in the search for solutions to a specific problem situation
so that everyone is involved in achieving the proposed objectives (Alves et al. 2016).
It is important to mention that problematic situations are didactic strategies that
teachers can apply to collaborate in the construction of student knowledge, to solve
problems, i.e., stories elaborated to contextualise the learning process (Almouloud
2016).
Step 2: Application
At this stage, the monitors responsible for each PD expected the teams to solve their
respective problem situations, a task that each FFI-CF student group should perform
to achieve the stated objectives. Also, they monitored the teams’ performance to
stimulate participation, correct eventual deviations and provoke reflections, bringing
the practice closer to the theoretical dimension. Relating the problem situation to
experimental activities makes the teaching–learning process enjoyable and develops
the student’s ability to reflect, discuss ideas, establish relationships with their context
and make inferences (Oliveira et al. 2018).
2.3 Mining Activity Construction
For the construction of the PD “Mining activity construction”, the following problematic situation was presented: a mining industry has just been installed in the city
of Cabo Frio, RJ, Brazil, in the Monte Alegre neighbourhood. The entrance of this
company creates jobs for the region. However, the extraction of minerals requires
the use of a larger volume of water. This scenario may compromise the already
precarious supply of drinking water in the neighbourhood. The task of the teams
was to plan the extraction of natural minerals, avoiding the waste of water. The goal
to be achieved was to make students aware of the challenges of promoting sustainable growth to conserve natural resources and thus avoid wasting water due to the
inadequate supply of this resource, which is one of the region’s severe social and
environmental problems. As known, environmental education must be based on a
social practice related to reality, to transform it, understanding the values and the
conception of local sustainability (Vieira 2016).
2.4 Aqueduct Construction
For the “Aqueduct Construction” PD, the responsible monitors explained to the teams
that the difficulty of water supply was intensified with the installation of the mining
company, despite all efforts of the groups to minimise water waste. However, the
457
playfully allow a greater understanding of the contents to be assimilated, promoting
creativity and the pleasure of learning (Orsi and Ferreira 2019; Whitton 2018).
CLA can then be applied to teaching–learning activities with the intention that the
students of the team mobilise in the search for solutions to a specific problem situation
so that everyone is involved in achieving the proposed objectives (Alves et al. 2016).
It is important to mention that problematic situations are didactic strategies that
teachers can apply to collaborate in the construction of student knowledge, to solve
problems, i.e., stories elaborated to contextualise the learning process (Almouloud
2016).
Step 2: Application
At this stage, the monitors responsible for each PD expected the teams to solve their
respective problem situations, a task that each FFI-CF student group should perform
to achieve the stated objectives. Also, they monitored the teams’ performance to
stimulate participation, correct eventual deviations and provoke reflections, bringing
the practice closer to the theoretical dimension. Relating the problem situation to
experimental activities makes the teaching–learning process enjoyable and develops
the student’s ability to reflect, discuss ideas, establish relationships with their context
and make inferences (Oliveira et al. 2018).
2.3 Mining Activity Construction
For the construction of the PD “Mining activity construction”, the following problematic situation was presented: a mining industry has just been installed in the city
of Cabo Frio, RJ, Brazil, in the Monte Alegre neighbourhood. The entrance of this
company creates jobs for the region. However, the extraction of minerals requires
the use of a larger volume of water. This scenario may compromise the already
precarious supply of drinking water in the neighbourhood. The task of the teams
was to plan the extraction of natural minerals, avoiding the waste of water. The goal
to be achieved was to make students aware of the challenges of promoting sustainable growth to conserve natural resources and thus avoid wasting water due to the
inadequate supply of this resource, which is one of the region’s severe social and
environmental problems. As known, environmental education must be based on a
social practice related to reality, to transform it, understanding the values and the
conception of local sustainability (Vieira 2016).
2.4 Aqueduct Construction
For the “Aqueduct Construction” PD, the responsible monitors explained to the teams
that the difficulty of water supply was intensified with the installation of the mining
company, despite all efforts of the groups to minimise water waste. However, the