UNVEILING RESTINGA THROUGH PROJECT-BASED LEARNING: SOCIO-ENVIRONMENTAL ENTREPRENEURSHIP APPLIED TO THE SCHOOL CURRICULUM

Abstract

This article analyzes the pedagogical experience "Uncovering the Restinga through Project-Based Learning," conducted with third-year high school students at EEEFEM Domingos José Martins, in Marataízes, Espírito Santo. The objective was to understand how critical Environmental Education, combined with Project-Based Learning (PBL) and the pedagogical language of socio-environmental entrepreneurship, contributes to the appreciation of the restinga and to scientific and civic development. A qualitative and participatory approach was adopted, with classroom problematization, fieldwork in a restinga fragment (demarcation on Google Earth and on-site validations), systematization in a digital portfolio (using Chromebooks and smartphones), and the development of prototypes of socio-environmental startups as pedagogical products. The corpus (forms, reports, photos, notes) was analyzed using Content Analysis. The results demonstrate a shift from initial utilitarian conceptions to an understanding of the restinga as an ecosystem in its entirety (flora, fauna, and geomorphological aspects), consistent evidence of scientific literacy, socio-environmental awareness, and student protagonism in the use of technologies and in proposing contextualized interventions. It is concluded that PBL, when critically reframed and supported by digital tools, promotes meaningful and socially relevant learning, bringing together curriculum, territory, and participation.

DOI: https://doi.org/10.56238/sevened2025.030-062