Educação ambiental no ensino de química: propostas de oficinas socioambientais a partir da temática geradora resíduos, em diálogo com a perspectiva Discente~Docente~Aprendente

Abstract

Currently, Brazil faces deregulation in the management of Municipal Solid Waste (MSW) and the worsening of socio-environmental inequalities, impacting environmental, social, economic, political, and educational structures. In this scenario, Critical Environmental Education (CEE) emerges in Chemistry teaching as an approach capable of problematizing MSW and promoting educational practices that articulate social and cultural dynamics, forming critical and emancipated subjects. This research aimed to develop, implement, and evaluate socio-environmental workshops for Middle School (MS) and High School (HS) classes, based on CEE, the UN 2030 Agenda, and the Sustainable Development Goals (SDGs), as well as to produce original teaching materials and establish spaces for dialogue from the Student~Teacher~Learner (S~L~L) perspective. The methodological approach adopted a qualitative, interventional approach with ethnographic contours. Three workshops were proposed and two were implemented, targeting 9th-grade elementary school classes and 1st and 2nd-year high school classes. Data collection instruments included questionnaires, student narratives, visual summaries, and other group productions. Each workshop presented distinct approaches, but centered on concrete and everyday issues, with waste as the central theme. Additionally, a teaching guide based on the S~L~L perspective was developed, allowing other educators to implement the workshops independently of their contexts. The results show that students were able to relate chemical content to MSW (Municipal Solid Waste), reflecting on consumption, inequalities, and environmental impacts, going beyond a conservationist approach. Social mobilization was observed, in which students perceived themselves as multipliers, taking the learning to their families and questioning the prevailing socio-environmental structures. Thus, the workshops provided critical-reflective training, bringing chemical knowledge closer to socio-environmental issues and contributing to the development of autonomous and multiplier individuals.