Critical environmental education with an Investigative approach

We analyzed the results of implementing an Investigative Didactic Sequence, grounded in the principles of Critical Environmental Education, with high school students. The intervention aimed to promote scientific literacy regarding environmental issues affecting Brazilian vegetation, linking concepts such as ecological imbalances, environmental racism, and One Health. Data collected through reflective journals and questionnaires revealed three areas of advancement: (1) students broadened their understanding of the multicausality of environmental issues, moving beyond generic explanations and recognizing structural factors such as agribusiness; (2) the concepts of environmental racism and One Health emerged in their conclusions, with emphasis on the unequal impacts on vulnerable populations; (3) proposed solutions evolved from punitive measures to educational actions and public policies. Students reported high levels of interest (classified as "very interesting" and "interesting") in the stages of contextualization (85%), problematization (80%), hypothesis (75%), data collection (80%), dialogical exposition (75%), conclusions (60%), and communication (65%). The experience demonstrated that integrating CEE with inquiry-based teaching enabled students to analyze environmental issues across ecological, political, and social dimensions, constituting an emancipatory pedagogical practice aligned with contemporary demands for sustainability and environmental justice

Educational Methods and Impacts · Environmental Education and Sustainability · Waste Management and Recycling