Educação ambiental em recursos hídricos para escolas do município de Itabira/MG

Abstract

Faced with the constant episodes of water crises in many regions of Brazil, and the socioenvironmental problems still unresolved, it is necessary to promote Environmental Education within educational institutions. This work aimed to understand the reality of EE in water resources and mining in the municipality of Itabira/MG, with the elaboration of an interdisciplinary project proposal to promote the transversality of the water theme in the school environment, in order to enhance engagement social, and assist in the management and regulation of water resources in Brazil. Thus, we researched how the topic of water resources is addressed in the municipality of Itabira/MG in terms of Environmental Education, in order to promote social engagement and assist in the management and regulation of these resources. It is known that the chosen municipality has particularities, such as mining activity, and it is important that it is possible to promote the issue of local belonging, considering popular knowledge, in order to promote awareness and ethical appreciation of water. To this end, actions were carried out in two municipal public schools with elementary school students. The methodological approach of this study consisted, firstly, of a diagnostic assessment of prior knowledge and an introduction to the topic, focusing on the problems of a watercourse near the two schools. The construction of a local history and possible everyday solutions for the sustainable use of water were worked on with the students, improving the EE on this topic, targeting the communities of Itabira, with a special focus on students and the school community in the regions near the tailings dams. We also sought to address the relationship between water resources (WRs) and mining, particularly the risks of dam ruptures and the compromise of water quality. In this sense, questionnaires were also applied to the community that participated in an emergency simulation of mining tailings dam ruptures. Finally, an interdisciplinary EE project was developed, with an emphasis on water resources. The initial diagnosis revealed little knowledge about the need to preserve the RHs and their relationship with mining. However, after the EA actions implemented in both schools, it was found that the students understood that if a dam were to break in the city, this would affect all the water in the basin, greatly impacting the RHs. The actions implemented in the schools also made the students aware of the need to demand responsibility for monitoring the risks of dams. Finally, it was also noted that the disabled, elderly and children were not included in the emergency simulations, highlighting the vulnerability of this population living in Sacrifice Zones. Thus, these results can contribute to Sustainable Development Goal (SDG) number 11, which “deals with sustainable cities and communities”. In addition, they can help public and private sector managers establish efficient and inclusive strategies for carrying out simulations and promote active community participation in the issue of dam safety and the preservation of RHs.