Environmental education and educational technology: the articulation between pedagogical practices in the multifunctional resource room

Abstract

The objective was to create active and didactic methodologies involving environmental education and educational technology to articulate pedagogical practices in the multifunctional resource room that aim to develop liberating and inclusive teaching. The relevant study addressed emerged through results produced during pedagogical practices aimed at sustainability in interface with processes that permeate a democratic, liberating and, mainly, inclusive environmental education. The activity and pedagogical experience was developed in the multifunctional resource room of a primary and secondary school located in the municipality of Igarapé-Miri, northeast of the Pará Amazon. From observations in the school context, it was found that there was no systematic practice focused on education and environmental citizenship in the regular teaching room and in the space where multifunctional educational inclusion activities were developed capable of enabling interaction between students, aimed at for the construction and manufacture of teaching materials and some toys with reused materials. The speech creates possibilities from the games and games that children go through the development process until they acquire, through experience, values and knowledge, skills and awareness of the importance of taking care of the school space in which they are inserted. Therefore, it is necessary for teachers to change traditional teaching practices, toys and games as a methodological solution for inclusive teaching and learning in interface with environmental education, as they create an atmosphere of admiration, and consequently end up activating and activating the functions neurological and physical, encouraging thought and physical parts.