Environmental Education and the Problem of Flooding in the Municipality of Vila Velha, Espírito Santo, Brazil
Environmental Education and the Problem of Flooding in the Municipality of Vila Velha, Espírito Santo, Brazil
DOI:
https://doi.org/10.47456/hb.v6i3.47055Keywords:
critical environmental education, CTSA, flooding, inquiry-based teaching, Vila VelhaAbstract
Flooding represents a recurring socio-environmental problem in the municipality of Vila Velha, Espírito Santo, Brazil, exacerbated by unplanned urbanization, inadequate waste disposal, and deficient urban infrastructure. Given this scenario, this study aimed to promote a pedagogical intervention in high school, combining Critical Environmental Education (CEA) with the Science, Technology, Society, and Environment (CTSA) approach, to stimulate student reflection on the causes, impacts, and possible solutions for flooding in the municipality. The methodology adopted was a mixed one, involving questionnaires, debates, historical data collection, hypothesis formulation and verification, and the production of educational materials. The results demonstrated increased student awareness of the local impacts of flooding, as well as the identification of causes such as poor urban drainage, waste disposal, and climate change. The development of community intervention proposals was also observed, demonstrating progress in students' critical thinking and scientific literacy. It is concluded that inquiry-based teaching, combined with the critical perspective of Environmental Education, fosters the development of conscious individuals capable of proposing alternatives to address real socio-environmental challenges.
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