The importance of the environment in everyday school life

Abstract

It is relevant that the study presented presents an analysis of the main methodologies used in the education of students that emerged in Elementary School, having as a model the theme, The Environment in School Daily Life and its Active Methodologies. The study aims to evaluate the results by the capacity of the students acquired Environment in the Daily School Life of these deaf students, through active methodologies. The student is encouraged to take an active and responsible stance in their learning process, seeking self-regulation and meaningful learning. Learning methods and techniques that stimulate student-teacher and student-student interaction, teaching materials and resources and handouts, almost always, in collaborative learning, taking the student to be responsible for the construction of their knowledge. Based on this premise, we will present a qualitative research and significant results. Expand our information through field research by observation studies and studies, expanding experiences with students emerging from a state school in Manaus. Therefore, we will present some methodologies, among which are Recycle, Reuse and Reduce solid waste. It was found that the methodologies used are oriented according to child-centered learning theories. In this investment in the deaf and their registration, student, context, thus, the service to useful services for stimulation and development is essential. Based on the evaluation of the results by the applicability of the environment themes obtained in the school routine, and the uses of active methodologies, to propose a new method of study to train deaf students. We will seek the best way to work as methodologies in the training of the deaf subject. It was verified the use of the methodologies that motivate the use of the methodologies that motivate the use of their disks and the direction of solutions to make an impasse and promote their development, which is an adequate and necessary instrument for a new learning. It is concluded that the teaching and learning process with deaf students still lacks research opportunities aimed at the adoption of new techniques that favor learning at better levels of qualification for the child.