SCHOOL GEOGRAPHY AND ENVIRONMENTAL AWARENESS ON THE CAPIBARIBE-PE RIVER.

• DOI: https://doi.org/10.22533/at.ed.5584332407117

• Palavras-chave: Capibaribe River, Geography teaching, Environmental education, Lagoa de Itaenga.

• Keywords: Capibaribe River, Geography teaching, Environmental education, Lagoa de Itaenga.

• Abstract:

  Most students show no interest in learning geography. It is seen by most students as a difficult and "rote" subject. It is therefore necessary for teachers to look for alternatives to make the subject more attractive. E his article seeks to report on the teaching experience at the Joaquim Bezerra Municipal School, located in the Camboa District, municipality of Lagoa de Itaenga - Pernambuco, provided by the voluntary internship, in the only 6th grade class in Elementary School II. The aim of the voluntary internship was to provide students with a more dynamic and attractive school geography in order to facilitate the teaching-learning process. The methods used were lectures, field lessons and landscape readings, developed by the trainees, under the guidance of the supervising teacher and the teacher of the university internship subject. This work was carried out in order to conceptualize the curriculum guidelines, which are interwoven in the content of Geography and Environmental Education, in order to visualize teaching situations that could be developed in class. The content worked on with the students in the area of hydrogeography was river resources, which, linked to the reality of the students, the Capibaribe River, located 150 meters from the school, was a fundamental tool for building geographical knowledge and raising awareness among the students about the importance of rivers for human society and for the hydrological cycle. Using the interdisciplinary approach between environmental education and geography, which are directly interlinked, and by problematizing the lived space and the natural elements that make up the environment, it allowed the students to uncover other perceptions of nature so that they could become agents of change in society. In this sense, it was necessary to carry out educational practices to raise awareness of caring for rivers, the environment and their preservation.