Potências da fotografia e da escrita de cartas na educação ambiental com estudantes da educação básica no retorno ao ensino presencial

Abstract

Considering a pandemic context that brought fear, insecurity, and disconnection in the resumption of face-to-face teaching, and corroborating with previous studies, it is understood that research in the school space is a way of analyzing and understanding the school routine to outline new courses of action. Thus, environmental education can play an important role in rescuing and connecting subjects with the school space, establishing new ways of social, cultural, and environmental integration. Through the descriptive qualitative methodology, this work aimed to analyze the relationship of belonging of the students with the school, through the application of environmental practices, using photography workshops and letter writing as an investigation strategy. We carried out this work at the State Elementary School Wolmar Antônio Salton in the municipality of Passo Fundo in Rio Grande do Sul state. Considering the post-social isolation, where the sense of being at school is weakened, the results produced visibility to the different realities that constitute the school, re-signifying and showing that students have a relationship of belonging with the school, manifested through the practice of sports, the use of the green areas, the artistic expressions of the graffiti on the walls and, by the writings in the letters. In this sense, we concluded that environmental education is not a tool that serves “for”, because in the school we carried out this research, environmental education was and is being built throughout and after this work, through interaction, involvement, and thinking together with students, exchanges, belonging to the green areas of the school, with art on the walls, with the sports routine. With this, it is important to emphasize that in this context of the resumption of face-to-face classes, after the COVID-19 pandemic, it is urgent to provide group experiences, that promote acceptance and, also, training, re-signification, and individual transformation of subjects, which may reflect changes in the community context and relationships with the environment.