TEACHING PRATICE AND THE CONSTRUCTION OF SUSTAINABLE KNOWLEDGE
DOI:
https://doi.org/10.66104/y0201775Keywords:
Sustainability. Teaching practice; Reusable materials; Environmental education; Sustainable knowledge.Abstract
This article analyzes the use of reusable and unstructured materials as a pedagogical resource in the school environment, considering its relationship with sustainability and civic education. The research adopts a qualitative and interpretative approach and was carried out through a questionnaire with 13 open and closed questions, aimed at 19 educators from Early Childhood Education and the Initial Years of Elementary School. In addition to the responses obtained through the data collection instrument, the study includes the researchers' perceptions, built from experiences lived in three Basic Education schools with different institutional positions regarding environmental issues. The results reveal that, although the teacher plays a central role in the incorporation of these materials, institutional encouragement is decisive for the continuity and appreciation of sustainable practices in the school routine. It is evident that the use of reusable materials favors not only the learning and creativity of students, but also contributes to the development of ecological awareness. It is concluded that rethinking the role of the school is essential in the face of current environmental challenges, considering that the integration between theory, practice and social responsibility can promote a more ethical, critical education committed to the future of the planet.
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