Educação ambiental em ação: envolvimento de alunos de uma turma de escola pública de Uruçuí, Piauí, em práticas de sensibilização sobre as queimadas no cerrado

Abstract

Recurring wildfires in the Cerrado biome constitute one of the main threats to the ecological integrity of this ecosystem, resulting in significant biodiversity losses. In this context, Environmental Education plays a strategic role in fostering critical, participatory, and environmentally responsible individuals committed to the conservation of natural resources and the prevention of environmentally harmful practices. This study aimed to promote environmental awareness among third-year students enrolled in the Integrated Technical High School Program in Agriculture at the Federal Institute of Piauí (IFPI), Uruçuí Campus, regarding the ecological and socio-environmental impacts of wildfires in the Cerrado, as well as to evaluate the contributions of participatory educational strategies to knowledge enhancement and the strengthening of attitudes toward biome conservation. This applied research adopted a mixed-methods approach, with an exploratory and descriptive design. The study involved 17 students who participated in an educational intervention consisting of a lecture delivered by wildfire brigadiers experienced in forest fire suppression, addressing the causes, consequences, and prevention strategies related to wildfires, followed by a practical workshop focused on the development of digital educational materials using the Canva platform. At the end of the activities, a structured questionnaire comprising closed-ended and open-ended questions was administered to assess the knowledge acquired, participants' perceptions, and the effects of the intervention on environmental awareness. The results demonstrated that the intervention contributed to improving students' understanding of the factors triggering wildfires and their impacts on the Cerrado. Furthermore, participants recognized the importance of biome conservation, exhibited strengthened environmental awareness, and developed a sense of student protagonism through the production of educational materials aimed at disseminating preventive information. The open-ended responses revealed positive changes in participants' perceptions, reflected in a greater sense of socio-environmental responsibility and an increased interest in engaging in future Environmental Education initiatives. It can be concluded that the use of dialogic and participatory educational strategies proved effective in promoting environmental awareness and encouraging attitudes favorable to wildfire prevention and Cerrado conservation. These findings reinforce the relevance of Environmental Education as an important tool for fostering citizenship, critical thinking, and youth engagement in addressing contemporary environmental challenges