Natureza, escola e desenvolvimento sustentável na primeira infância: o desenho como instrumento investigativo da percepção ambiental

Abstract

The present research tried to analyze the environmental perception in the Early Childhood within the school context, considering that the relation of anthropocentrism established by the human being and the nature in the last has contributed not only with the exploration of the natural resources but also with the change natural living spaces. Consequently, the subject bas been withdrawing more and earlier from living with the natural environment. It is believed that this distance between human being and nature has not allowed them to reconnect to their natural world and that, through experiences; they can build a relationship of love, care and belonging, aspects that are so significant comprising the importance of the dimensions of the sustainable development. In this sense, understanding the importance of the school for the education of the child, this research sought to analyze the relationship of the child, within nature as a promoter of quality of life and sustainable development, during Early Childhood, in urban and rural municipal schools of the municipality of Marechal Cândido Rondon – PR, as well as the perception of nature that is has established and meaning in its daily life. Therefore, as a work methodology, we opted for a bibliographic survey of a theoretical and scientific nature combined with field research. The delimitation was characterized was classes of the 1st year of the initial series of Elementary School and, to select the researched schools, the spatial organizational division of the municipality itself was adopted, being called FIELD 1 and 2, centers and neighborhoods, located in the urban area, and FIELD 3 the districts distributed in the rural area. As instruments for collecting data, semi- structured questionnaires were used with the teachers of the respective classes, and with the students the graphic record, through drawing. As for the drawings, we tried to identify three aspects: the first regarding the spaces and environment portrayed (open/closed), the second the natural elements present in the drawing (tree, plants, stones, sand, etc.) and lastly the different types of games experienced in school and the support used for its realization. It can be concluded, regarding the right to an ecologically balanced environment, that FIELD 1 and 2 need to naturalize their spaces, so that the child can have other options of experiences and learning, regarding FIELD 3, there is a need of instigates to better enjoy the possibilities that the environment itself offers you in terms of nature.