INTERCULTURALIZING METHODOLOGIES FOR THE TEACHING OF ENVIRONMENTAL EDUCATION IN INDIGENE SCHOOLING

Abstract

Years working in Indigene schools have made us perceive modification in natural scenery such as an increase in consumption and rubbish accumulating at the backyards of households, in streams where formerly clean water used to flow, nowadays they are dry, lack of riparian forest and water. These facts and perceptions have made us analyze why these landscapes have changed and they may be a help in activities on environmental education. Research took place in an Indigene municipal school in the district of Taunay, municipality of Aquidauana MS Brazil. Analysis aimed at working out subsidies with different methodologies in the teaching of environmental education with ten Indigene teachers of the first years of Fundamental Education and discussed social and environmental issues for a critical stance in the students with regard to the environmental impact in the environment. The teaching strategies by Indigene teachers were studied with regard to the first years of Primary Education, in their lessons and the registration of regularity by which these issues were analyzed. Indigene teachers were interviewed to discuss the themes for interdisciplinary capacity in environmental education based on problematizing education, following Paulo Freire, with an emphasis on the respect that the educator must have for students´ knowledge brought to the classroom. In the case of environmental education, the text is foregrounded on the ideas of Isabel Cristina de Moura Carvalho, Edgar Morin and others, giving priority to the problematization of knowledge from immediate facts, questioning them in their relationship with nature.