Environmental Education in School as a Contributor …
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In addition, the institution’s social responsibility aims to contribute to an economic
and social development in the defence of the environment, memory and cultural
heritage (PDI 2018–2022). For that, it becomes relevant that the knowledge is developed within pedagogical strategies that integrate theory and practice, to be guided
by the connection between sustainability and social responsibility.
The institution aims to establish agreements with human bodies and movements
focused on Social Technologies, Environmental Conservation and Cultural Heritage,
in addition to training professionals capable of understanding the social, economic
and environmental impacts related to the housing sector (PPC 2019). Accordingly,
the discipline of CH aims to develop in the student the ability to broaden critical
awareness about historical and natural heritage, material and intangible and their
preservation over time (PPC 2019).
2 Methodology
Qualitative research, exploratory-descriptive methodology, with an ethnographic
approach, whose objective is to reflect on the teaching-learning process related to
environmental issues, analysing it in a broader sociocultural context, promoting a
relationship between theory and the praxis (Oliveira 2008), was used.
Initially, in the preparation phase of this study, a bibliographic survey was
conducted on the themes of historical and natural heritage, sustainable tourism, pedagogical practices and SDGs and, later, they were related to the CH discipline. The
execution phase was carried out in three stages, used as an educational resource an
interactive lecture, developed in the classroom, to stimulate students to theoretically
know the different historical and natural spaces of the city and at the same time
provoking interaction and reflection with other students on the topics covered.
In the second stage, a technical visit was made, which allowed contact with the
practical experience of the contents learned in the classroom (Monezi 2005). This
activity was developed with maritime resources, promoted by FFI-CF in partnership
with the Cabo Frio City Hall’s Tourism Office (CFCHTO), in view of the “Paths
of History” project. Thus, the students had the opportunity to have a guided class,
highlighting the history of some of the city’s sights. The idea of this activity was
to stimulate in students the knowledge and skills necessary to promote sustainable
development through education, encouraging a culture of peace, global citizenship
and appreciation of cultural diversity (UNESCO 2015).
In the third stage, the learning was verified, with the students answering ten questions related to the tourist points presented in the interactive lecture and experienced
in the nautical course. At this stage, the Kahoot app was used as a teaching resource.
Kahoot is a free, friendly, online platform with an instant feedback system that allows
teachers to create a fun environment that involves competitively healthy games (Kuo
and Chuang 2018). Digital games used as pedagogical tools develop skills such as
problem solving, critical thinking and enable greater interest and concentration on
545
In addition, the institution’s social responsibility aims to contribute to an economic
and social development in the defence of the environment, memory and cultural
heritage (PDI 2018–2022). For that, it becomes relevant that the knowledge is developed within pedagogical strategies that integrate theory and practice, to be guided
by the connection between sustainability and social responsibility.
The institution aims to establish agreements with human bodies and movements
focused on Social Technologies, Environmental Conservation and Cultural Heritage,
in addition to training professionals capable of understanding the social, economic
and environmental impacts related to the housing sector (PPC 2019). Accordingly,
the discipline of CH aims to develop in the student the ability to broaden critical
awareness about historical and natural heritage, material and intangible and their
preservation over time (PPC 2019).
2 Methodology
Qualitative research, exploratory-descriptive methodology, with an ethnographic
approach, whose objective is to reflect on the teaching-learning process related to
environmental issues, analysing it in a broader sociocultural context, promoting a
relationship between theory and the praxis (Oliveira 2008), was used.
Initially, in the preparation phase of this study, a bibliographic survey was
conducted on the themes of historical and natural heritage, sustainable tourism, pedagogical practices and SDGs and, later, they were related to the CH discipline. The
execution phase was carried out in three stages, used as an educational resource an
interactive lecture, developed in the classroom, to stimulate students to theoretically
know the different historical and natural spaces of the city and at the same time
provoking interaction and reflection with other students on the topics covered.
In the second stage, a technical visit was made, which allowed contact with the
practical experience of the contents learned in the classroom (Monezi 2005). This
activity was developed with maritime resources, promoted by FFI-CF in partnership
with the Cabo Frio City Hall’s Tourism Office (CFCHTO), in view of the “Paths
of History” project. Thus, the students had the opportunity to have a guided class,
highlighting the history of some of the city’s sights. The idea of this activity was
to stimulate in students the knowledge and skills necessary to promote sustainable
development through education, encouraging a culture of peace, global citizenship
and appreciation of cultural diversity (UNESCO 2015).
In the third stage, the learning was verified, with the students answering ten questions related to the tourist points presented in the interactive lecture and experienced
in the nautical course. At this stage, the Kahoot app was used as a teaching resource.
Kahoot is a free, friendly, online platform with an instant feedback system that allows
teachers to create a fun environment that involves competitively healthy games (Kuo
and Chuang 2018). Digital games used as pedagogical tools develop skills such as
problem solving, critical thinking and enable greater interest and concentration on