Do imaginário ao real: potencial pedagógico da imagem de satélite em ações de educação ambiental ligadas ao Parque Municipal da Serra do Periperi, Vitória da Conquista - BA

Abstract

Currently the products of remote sensing are presented as a feature that allows different languages to interpret data from surface and that meet the needs imposed by daily life, in different situations and themes. In order to combine the language of the satellite image to the actions of Environmental Education developed a critical perspective and participatory, this research was carried out and are guided by the reflection of the relationship between society, here represented by students from the 2nd cycle of Teaching Elementary (children aged 08-11 years), from the Municipal School Zica Pedral, and natural resources members of a protected area located within the city limits of the city of Vitória, in the state of Bahia. The methodology, initially allied elements of environmental history is present in publications about the council, an exercise in cartographic introduction to reading, from the satellite image. This procedure allowed the study of the basic concepts of Remote Sensing, worked from a translation didactics of satellite imagery, whose reflections were synthesized in mental maps that showed, too, the development environment of each child and contributed to the development of action strategy in the context of Environmental Education. In the second step, the study of environmental perception was done by comparing real and imaginary, from the satellite image, or what the child thought to be the area studied, which had image and that, indeed, if seen in real life is the fruit of reflection, modeled after the synthesis of two drawings. Results show that the use of satellite imagery as an educational tool not only helps to reinforce the concepts related to the cartographic language, but also to stimulate even the cognitive development of children, because as it sought to critical thinking and reflective about the relationship between society and nature, realized from the development of assumptions and projections about the future activities of fundamental importance for the definition of thinking independently.