EDUCATION AND SYSTEMATIC USE OF TECHNOLOGICAL TOOLS DURING THE COVID-19 PANDEMIC

Abstract

The present article aims to present the results of a study developed based on the experiences lived by interns in the 6th semester of the Pedagogy course, in the context of Supervised Curricular Internship IV, carried out in Elementary School classes. Furthermore, it seeks to highlight the relevance of teaching and learning Environmental Education as a transversal component of the curriculum, whose developments go beyond the school space, reaching the broader social sphere. For the analysis of the integration of Environmental Education into pedagogical practices and formative experiences, the study is grounded in the theoretical framework composed of Guimarães (2012), the Law of Guidelines and Bases of National Education – LDB (1996), Martins (2019), Pimenta and Lima (2004), Costa and Thomacheski (2004), Fiorillo (2013), among other authors who support the proposed discussion. The results obtained allow reaffirming the centrality of Environmental Education in the school curriculum, as it contributes to the formation of critical awareness and to students’ engagement with contemporary environmental issues. Within the scope of the experiences developed during Supervised Internship IV in a public school, it became evident that the inseparability between theory and practice constitutes a fundamental element in the training of teachers committed to promoting a quality, critical, and socially grounded education.