460
R. C. S. Pereira et al.
student reports indicate that the practice of teamwork enables dialogue, cooperation
and positive social interactions, which promotes a safe environment relating future
academic and professional challenges (Young et al. 2016; Bollela et al. 2014).
Concerning question 4: “In your opinion, did problematic situations help to
develop activities?”. Students responded: “Yes, we have learned in practice how
to deal with problems”; “We gained more experience and learned to solve problems
more easily”; “Through problem situations, we can understand what should be done.”
“We got a sense of how to solve such a problem if it occurred in real life.”
Analysing the students’ answers, it is clear that the application of these activities
allowed the development of the learning process and the interaction between the
participants. The experience of environmental issues contextualised through problematic situations stimulates the student in the search for team solutions that offer
significant new learning (Almouloud 2016).
4 Conclusions
The results of this study demonstrate the relevance of working the Sustainability
and Environmental Education duality, in the school universe, within the local reality
context. Sustainability and awareness can be achieved by the practice of sustainable
tourism, as by the exercise of citizenship where students can effectively participate
in social, cultural, political and economic processes related to the conservation and
protection of the environment.
The results also show that this work of awareness of the students to the environmental problems of Cabo Frio, RJ, Brazil stimulated greater interest, reflection and
discussion about the local socio-environmental questions, contributing to potentiate
the individual profile characteristics, expected of a future hosting professional for
sustainable tourism, and also addressing the social responsibility component involved
in the tourism activity.
From the perspective of a future contribution, it is expected that this multidisciplinary project will be included in the curricular, pedagogical programs of the
FFI-CF, whose mission and value is the promotion of sustainability addressed in the
context of technological education related to elementary and higher education.
Areas to be explored concern other PD and problem situations involving other
subjects in different educational contexts, e.g., working on Environmental Education
beyond the school space in protecting the historical and natural heritage of Cabo Frio,
RJ, Brazil.
References
Almouloud SA (2016) Modelo de ensino/aprendizagem baseado em situações-problema: aspectos
teóricos e metodológicos [Teaching/learning model based on problem situations: theoretical and
R. C. S. Pereira et al.
student reports indicate that the practice of teamwork enables dialogue, cooperation
and positive social interactions, which promotes a safe environment relating future
academic and professional challenges (Young et al. 2016; Bollela et al. 2014).
Concerning question 4: “In your opinion, did problematic situations help to
develop activities?”. Students responded: “Yes, we have learned in practice how
to deal with problems”; “We gained more experience and learned to solve problems
more easily”; “Through problem situations, we can understand what should be done.”
“We got a sense of how to solve such a problem if it occurred in real life.”
Analysing the students’ answers, it is clear that the application of these activities
allowed the development of the learning process and the interaction between the
participants. The experience of environmental issues contextualised through problematic situations stimulates the student in the search for team solutions that offer
significant new learning (Almouloud 2016).
4 Conclusions
The results of this study demonstrate the relevance of working the Sustainability
and Environmental Education duality, in the school universe, within the local reality
context. Sustainability and awareness can be achieved by the practice of sustainable
tourism, as by the exercise of citizenship where students can effectively participate
in social, cultural, political and economic processes related to the conservation and
protection of the environment.
The results also show that this work of awareness of the students to the environmental problems of Cabo Frio, RJ, Brazil stimulated greater interest, reflection and
discussion about the local socio-environmental questions, contributing to potentiate
the individual profile characteristics, expected of a future hosting professional for
sustainable tourism, and also addressing the social responsibility component involved
in the tourism activity.
From the perspective of a future contribution, it is expected that this multidisciplinary project will be included in the curricular, pedagogical programs of the
FFI-CF, whose mission and value is the promotion of sustainability addressed in the
context of technological education related to elementary and higher education.
Areas to be explored concern other PD and problem situations involving other
subjects in different educational contexts, e.g., working on Environmental Education
beyond the school space in protecting the historical and natural heritage of Cabo Frio,
RJ, Brazil.
References
Almouloud SA (2016) Modelo de ensino/aprendizagem baseado em situações-problema: aspectos
teóricos e metodológicos [Teaching/learning model based on problem situations: theoretical and