Environmental sustainability in multigrade classes in the área rural area of Codó-MA and the initial training of a course higher degree in Natural Science/Biology

Abstract

This article presents the limits and possibilities of the dialogue between initial training in Natural Sciences/Biology and Rural Education in multigrade classes. This intervention was developed during 2022 and involved a room with students in the final years of elementary school, 6th and 7th grade. The methodology adopted was action research. To this end, students from the Natural Sciences-Biology Course initially had theoretical classes based on the discipline Rural Education and Ecology of populations and communities, enabling dialogue with the topic of sustainability. Subsequently, planning with the school context and as an intervention, a class was taught on the importance of environmental conservation for living beings. A questionnaire was administered to the school director and the head teacher of the multigrade class. The research results point out, among the limits: lack of implementation of projects in the area of ​​sustainability, precariousness in the school's infrastructure and gaps in teacher training for multigrade classes. Among the possibilities: fruitful dialogue between university and school, dialogue between specific and pedagogical disciplines and initial training in a theoretical-practical relationship reverberating a philosophy of praxis.