A metodologia da problematização com o Arco De Maguerez na Educação Ambiental: uma experiência com estudantes do Ensino Médio em Conceição do Jacuípe, Ba

Abstract

This dissertation aimed to analyze the contributions of a teaching sequence based on the Problematization Methodology with the Maguerez Arc to a more critical Environmental Education approach that reflects the realities of high school students in Conceição do Jacuípe, Bahia. The research, which uses a qualitative approach and is grounded in action research, was developed based on a pedagogical intervention with second-year high school students in the Ethics and Environment curricular component. It was based on a teaching sequence divided into three phases: environmental responsibility, environmental crisis, and problematizing the local environment, articulated by the stages of the Maguerez Arc. The proposal sought to encourage students to observe the city's problems, reflect on their causes, and consider possible solutions, bringing school content closer to everyday life. The research was conducted with nine students who experienced all stages of the action until completion. The data collected allowed a meaningful analysis of the methodology's limits and potential in Environmental Education. The research engaged with the 2030 Agenda, particularly SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). As a result of the research, a pedagogical guide was produced with guidance for educators on developing the Maguerez Arc Problematization Methodology in the classroom.