Tecendo tramas entre ciências, arte e tecnologia: desenvolvimento metodológico interdisciplinar para politização dos impactos ambientais da indústria do vestuário

Abstract

The textile industry, constantly growing globally, is an important topic for schools, especially the clothing industry, which produces a considerable amount of waste, disposing of a large volume of water used in its processes, and the disposal of scraps and obsolete items. This work presents a methodological approach aimed at ninthgrade students, focusing on the relationship between science, art, and the environment. It uses a blended and exploratory approach, using collaborative and project-based learning. Through fourteen activities conducted with two classes, students were protagonists in the construction of knowledge, constantly encouraged to understand the socio-environmental issues involved in clothing, with the expectation that they will contribute to reducing excessive consumption and be concerned about the disposal of post-use items. This research aimed to contribute to the teachinglearning process and educate young students about the influence of the textile industry on society and its consequences for the environment. Knowledge was developed in each class based on problematizing reflection on the tasks performed with guidance and direction. This dynamic model resulted in new ideas potentially capable of building knowledge through collaborative work, developing critical, independent, and active students. This is an example of meaningful and contextualized learning that was ultimately successful, achieving the proposed objectives. The educational material accompanying this dissertation is a virtual notebook containing the entire proposal used in this research, divided into fourteen moments that can be used individually or as a whole in the form of a teaching sequence. It is available free of charge via the website (www.conea.eco.br) and institutional repository so that interested teachers can use contextualized and reflective practices in the classroom. This scientific journey demonstrates the relevance of introducing dynamic, problematizing, and interdisciplinary methodologies into the classroom, fostering autonomy and protagonism, as well as the ability to develop critical thinking skills through the discussion of current environmental issues. This makes the teaching and learning process enjoyable and fosters agents of social action.