Experiência e percepção ambiental de alunos integrantes de uma COM-VIDA na escola

Abstract

The concern for environmental issues has intensified and become more reflective in various social contexts, in the last decades of the 20th century. Therefore, there were initiatives in different segments of society with the purpose of building actions guided by environmental ideals, including in the educational area, with the aim of encouraging school communities to incorporate socio-environmental practices. Since 2003, the Ministry of the Environment (MMA), in partnership with the Ministry of Education (MEC), has developed a program whose purpose is to broaden the participatory process of environmental education in schools through Children and Youth Conferences for the Environment and training Of Commissions for the Environment and Quality of Life (COM-VIDA) in primary education schools. The COM-VIDA intends to reorganize the school in a sustainable educator space through environmental activities, reflections, actions and dialogues between the school actors, involving students, faculty, staff, administrators and community in the search for improvements in quality of life of the school environment and its surroundings. The research was driven by some questions: What learning experiences do students participating in a COM-VIDA experience? What meanings about the environment are built from this participation? How do experiences in the commission contribute to the training of the individuals involved? To answer such questions, we had an approximation to Merleau-Ponty's methodology / philosophy. The present study is qualitative and phenomenological and it was developed with the School Transforming Realities, which belongs to the municipality of Limoeiro / PE. Through the insertion in the context, observations and unstructured interviews, we seek to construct the findings of the present research. From the analysis we conclude that participating in a COM-VIDA brings formative contributions, such as: promoting a pragmatic individual of Environmental Education; learning by/from experience in COM-VIDA; and integration with COM-VIDA as a significant experience. We emphasize that dealing with human discourse, referring to existential moments, these results do not exhaust the forms of understanding the researched phenomenon, being, thus, open to new understandings.