ENVIRONMENTAL EDUCATION PROJECT DEVELOPED BY HIGH SCHOOL STUDENTS IN REMOTE AND HYBRID EDUCATION

Abstract

This report presents an Environmental Education project developed jointly by students-teachers and teacher-student, throughout a school semester, in 2021, in the context of Emergency Remote Education and Hybrid Education, at a private high school with social purposes. Thus, the objective of this experience report is to disseminate a practice aligned with a critical perspective of education. The project, guided by the perspectives of Liberating Education, Critical Environmental Education and Problem-posing Methodology with the Arch of
Maguerez, culminated in the investigation of Generative Themes in micro and macro scale and the production of educommunicative materials, digitally disseminated by the collective. By analyzing the process, we consider that it was possible to develop a critical educational process, based on dialogue and problem-posing, despite the adversities imposed by Remote and Hybrid Education, and by the pandemic. Furthermore, we consider that it was possible to promote a reflection not only by the students-teachers themselves and the teacher-student involved, but to expand and transform it into praxis, through Educommunication, amplifying its reach and
power to transform reality. We also consider important and necessary the experience of appropriating Information and Communication Technologies – dominated by the hegemonic
discourse of technical-instrumental rationality and technological determinism – through a critical perspective.