548
R. C. Soares et al.
8 questions, 3 (20%) students answered 7 questions and 1 student (7%) answered 6
questions. It should be noted that students who did not have access to the internet also
participated together with their colleagues in answering the questions, which were
not accounted by the application, thus revealing and highlighting the interest of
everyone involved in the process. This alertsto the need for better and more democratic access to technological resources in the educational process, also addressing
social responsibility within the school context.
This study found that the combination of pedagogical practices developed through
an interactive lecture, technical visit by nautical route and the application of a quiz
in the Kahoot application enabled students to have accessto a playful, practical and
reflective learning, directed to the local socio-environmental reality.
As a future work, it is suggested to carry out studies in environmental education
with sustainable pedagogical practices that may involve other IHSHC. Subjects or
other school contexts related to socio-environmental problems in the city of Cabo
Frio, such as basic sanitation, a major issue.
References
Almeida RMS, Silva RD, Oliveira MM (2018) Impactos na Lagoa de Araruama e percepção ambiental da comunidade da Praia do Siqueira [Impacts on Araruama Lagoon and environmental
perception of Praia do Siqueira community], Cabo Frio (RJ). Revista Brasileira de Educação
Ambiental (RevBEA) 13(1):299–321
Barbosa ALG (2019) Patrimônio histórico e ensino da história local em Cabo Frio: um roteiro
histórico escolar [Historical heritage and teaching of local history in Cabo Frio: a historical school
itinerary]. Master thesis. Available http://hdl.handle.net/unirio/12870. Accessed in 25 Nov 2019
Bertucci TCP, Silva EP, Marques Jr. NA, Monteiro Neto CASSIANO (2016) Turismo e Urbanização:
Os problemas ambientais da Lagoa de Araruama–Rio de Janeiro [Tourism and Urbanization: The
environmental problems of Araruama – Rio de Janeiro Lagoon]. Ambiente & Sociedade 19(4)
Brazil (1988) Constituição Federal [Federal Constitution]. Available in http://www.planalto.gov.br/
ccivil_03/constituicao/constituicaocompilado.htm. Accessed in 26 Nov 2019
Brazil (2008) Política Nacional do Turismo [National Tourism Policy]. Available in http://www.pla
nalto.gov.br/ccivil_03/_Ato2007-2010/2008/Lei/L11771.htm. Accessed in 6 Dec 2019
Brum J (2015) Cabo Frio: Conhecer para Preservar [Cabo Frio: Knowing to Preserve]. Completa,
Cabo Frio
Camilo I, Bahl M (2017) Desenvolvimento do turismo baseado em elementos culturais [Tourism
development based on cultural elements]. Turismo e Sociedade 10(1). http://dx.doi.org/10.5380/
tes.v10i1.52187
Cheng SF (2018) Application of creative teaching. Hu Li Za Zhi J 65(6):4. https://doi.org/10.6224/
JN.201812_65(6).01
Da Cruz A, De Santana G, Pandolfi A (2018) Consciência ambiental [Environmental awareness].
Desarrollo Local Sostenible, (febrero), ISSN: 1988-5245
Dellos R (2015) Kahoot! A digital game resource for learning. Int J Instr Technol Distance Learn
12(4):49–52
Gao L, Bryan BA (2017) Finding pathways to national-scale land-sector sustainability. Nature
544(7649):217–222. https://doi.org/10.1038/nature21694
Gingrich J (2019) Schools and attitudes toward economic equality. Policy Stud J 47(2):324–352.
https://doi.org/10.1111/psj.12325
R. C. Soares et al.
8 questions, 3 (20%) students answered 7 questions and 1 student (7%) answered 6
questions. It should be noted that students who did not have access to the internet also
participated together with their colleagues in answering the questions, which were
not accounted by the application, thus revealing and highlighting the interest of
everyone involved in the process. This alertsto the need for better and more democratic access to technological resources in the educational process, also addressing
social responsibility within the school context.
This study found that the combination of pedagogical practices developed through
an interactive lecture, technical visit by nautical route and the application of a quiz
in the Kahoot application enabled students to have accessto a playful, practical and
reflective learning, directed to the local socio-environmental reality.
As a future work, it is suggested to carry out studies in environmental education
with sustainable pedagogical practices that may involve other IHSHC. Subjects or
other school contexts related to socio-environmental problems in the city of Cabo
Frio, such as basic sanitation, a major issue.
References
Almeida RMS, Silva RD, Oliveira MM (2018) Impactos na Lagoa de Araruama e percepção ambiental da comunidade da Praia do Siqueira [Impacts on Araruama Lagoon and environmental
perception of Praia do Siqueira community], Cabo Frio (RJ). Revista Brasileira de Educação
Ambiental (RevBEA) 13(1):299–321
Barbosa ALG (2019) Patrimônio histórico e ensino da história local em Cabo Frio: um roteiro
histórico escolar [Historical heritage and teaching of local history in Cabo Frio: a historical school
itinerary]. Master thesis. Available http://hdl.handle.net/unirio/12870. Accessed in 25 Nov 2019
Bertucci TCP, Silva EP, Marques Jr. NA, Monteiro Neto CASSIANO (2016) Turismo e Urbanização:
Os problemas ambientais da Lagoa de Araruama–Rio de Janeiro [Tourism and Urbanization: The
environmental problems of Araruama – Rio de Janeiro Lagoon]. Ambiente & Sociedade 19(4)
Brazil (1988) Constituição Federal [Federal Constitution]. Available in http://www.planalto.gov.br/
ccivil_03/constituicao/constituicaocompilado.htm. Accessed in 26 Nov 2019
Brazil (2008) Política Nacional do Turismo [National Tourism Policy]. Available in http://www.pla
nalto.gov.br/ccivil_03/_Ato2007-2010/2008/Lei/L11771.htm. Accessed in 6 Dec 2019
Brum J (2015) Cabo Frio: Conhecer para Preservar [Cabo Frio: Knowing to Preserve]. Completa,
Cabo Frio
Camilo I, Bahl M (2017) Desenvolvimento do turismo baseado em elementos culturais [Tourism
development based on cultural elements]. Turismo e Sociedade 10(1). http://dx.doi.org/10.5380/
tes.v10i1.52187
Cheng SF (2018) Application of creative teaching. Hu Li Za Zhi J 65(6):4. https://doi.org/10.6224/
JN.201812_65(6).01
Da Cruz A, De Santana G, Pandolfi A (2018) Consciência ambiental [Environmental awareness].
Desarrollo Local Sostenible, (febrero), ISSN: 1988-5245
Dellos R (2015) Kahoot! A digital game resource for learning. Int J Instr Technol Distance Learn
12(4):49–52
Gao L, Bryan BA (2017) Finding pathways to national-scale land-sector sustainability. Nature
544(7649):217–222. https://doi.org/10.1038/nature21694
Gingrich J (2019) Schools and attitudes toward economic equality. Policy Stud J 47(2):324–352.
https://doi.org/10.1111/psj.12325