Educação ambiental em uma Reserva Particular do Patrimônio Natural (RPPN) de Pato Branco - PR: uma análise pela perspectiva da educação ambiental crítica

Abstract

Anthropogenic impacts on the biosphere are becoming increasingly perceptible beyond the academic environment, through scientific research. International debates have highlighted the need to develop targeted strategies to promote environmental education actions for all people, regardless of age or affiliation with educational institutions. Environmental education policies have been implemented in several countries, enabling their popularization and application. Among the theories of environmental education, the theory of critical environmental education has emerged, which aims to understand anthropogenic impacts on nature by considering previously neglected fac- tors, such as people's socioeconomic situation. In parallel, territorial areas have been created with the purpose of conserving the environment, including Protected Areas. The Private Natural Heritage Reserve (RPPN, from the Portuguese Reserva Particular do Patrimônio Natural) is a type of privately managed Protected Area aimed at conserving the environment, allowing ecotourism and environmental education practices within its boundaries. This study aimed, through a case study, to investigate whether using the space of an RPPN for practical environmental education activities is more effective, from the perspective of environmental rationality through a critical lens, than environmental education activities carried out in the school environment. To this end, research was conducted with students from the São Cristóvão Municipal School in Pato Branco – PR, involving practical environmental education activities both in the school environment and in the AABB RPPN. The results show that using different spaces did not bring a significant difference regarding the absorption of content by the participating students, demonstrating that more important than relying on specific practices in sustainable spaces is the promotion of actions that lead participants to reflection, regardless of where such activities take place. It was therefore found that the location where Environmental Education activities are carried out was not a determining factor for the effectiveness of participants' understanding. The central element for impacting students' understanding and changing their perception is the very nature of the activities developed, especially those that promote reflection on environmental problems. This finding paves the way for further investigations to explore other equally relevant aspects, such as the type of activity carried out, the training of the educators involved, and the methodologies employed, thus broadening the understanding of the factors that enhance the effectiveness of Environmental Education practices.