Integrando conteúdos matemáticos ao ensino das Ciências Ambientais: uma abordagem pedagógica sobre o desperdício de alimentos no ambiente escolar

Abstract

Combating food waste in school meals aligns with the principles of sustainability and the fight against hunger, as outlined in the UN 2030 Agenda, and is a challenge to be faced collectively. Therefore, this dissertation presents the results of a master's degree research project that investigated the integration of Mathematics into Environmental Science teaching, as a tool for pedagogical approaches to food waste in school meals. The objective was to develop and analyze educational practices for teaching Environmental Science, using Mathematics as a tool for pedagogical approaches to food waste in school meals, for third-year High School students at IFAM/Tefé Campus. This was an investigation of applied nature, classified as explanatory, and its technical procedures characterize it as a participant research. Regarding the nature of the data, and to achieve its objectives, a qualitative research approach was adopted, allowing an in-depth analysis of participants' interactions and perceptions. The research subjects were students enrolled in the third year of the Agriculture Technical Program at IFAM/Tefé Campus. Fieldwork took place on the IFAM/Tefé Campus premises, through pedagogical workshops, using group dynamics techniques to promote an active and collaborative learning environment. These activities were divided into stages, in order to guide the pursuit and verification of achievement of the established objectives. To fulfill these stages, nine meetings were held, and a total of twenty-six hours of 50-minute classes. For the data collection, it was employed techniques of systematic observation and extensive direct observation, using instruments such as photographic records, audio recordings, fact and behavior notes, and questionnaires. Qualitative data were analyzed using Content Analysis methods, and quantitative data were analyzed using Descriptive Statistics. The results revealed that the didactics sequence enabled significant advances in both strengthening mathematical learning and promoting socio- environmental awareness about food waste. They also demonstrated a predominance of positive evaluations regarding the activities developed and resources used, and recognition of the importance of integrating Mathematics and Environmental Sciences. As an educational product, that embodies the knowledge produced, a Didactics Sequence Notebook was developed, that integrates Mathematics and Environmental Sciences, having food waste in school meals as the integrating theme. Ultimately, the research achieved its objectives and answered the initial question by demonstrating that it is possible to integrate mathematical content with the teaching of Environmental Sciences in a contextualized, critical, and interdisciplinary manner.