2026-11-122026-11-122026-03-20COSTA, William Lima da. Igarapés da Amazônia: uma proposta didática para práticas em educação socioambiental. Orientadora: Priscyla Cristinny Santiago da Luz. Coorientadora: Lilliane Miranda Freitas. 2026. 123 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/450AbertoEducação socioambientalEnsino de ciênciasIgarapés da AmazôniaTrês momentos pedagógicosPesquisa-açãoSocio-environmental educationScience educationAmazonian streamsThree pedagogical momentsAction researchDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis dissertation explores the pedagogical potential of Amazonian igarapés (small streams) in Science teaching, situated within the socio-environmental context of the municipality of Igarapé-Açu (Pará, Brazil). It is guided by the following research problem: what ways can a didactic-methodological proposal, grounded in the Three Pedagogical Moments framework, contribute to the development of skills related to the component “Education for the Environment, Sustainability and Climate,” based on the reality of local small streams? The object was to investigate the contributions of this approach to the socio-environmental education of secondary students (8th grade), articulating science, territory, and citizenship. This was a qualitative research study with action-research elements, and it was conducted in a private school in Igarapé-Açu. Methodological procedures included lessons structured according to the Three Pedagogical Moments, incorporating investigative activities, a field visit to a local small stream, interviews with community residents, production of student-authored materials, and a culminating event entitled “Multiple Dimensions of Amazonian small streams”. Data were generated from students’ productions, field diary records, statements collected during presentations, and audiovisual materials, and were analyzed using Content Analysis. The results showed that students expanded their understandings of small streams, which were initially centered on natural aspects or problems such as pollution, to include historical, cultural, identity-related, economic, and political dimensions. The analyses allowed for the organization of categories related to the nature–society relationship, the recognition of small streams as socio-environmental heritage, collective civic responsibility, and environmental governance, indicating progress toward a more critical and contextualized reading of the territory. The proposal fostered student protagonism, the articulation between scientific knowledge and local knowledge, and the strengthening of a sense of belonging. As an Educational Product, the “Guide to Socio-Environmental Educational Practices Based on Amazonian Small Streams” was developed. It is structured with a theoretical foundation, methodological guidelines based on the Three Pedagogical Moments, suggested activities, assessment strategies, and possibilities for adaptation to different school contexts. The guide was implemented and evaluated throughout the pedagogical intervention, demonstrating feasibility, potential for replication, and contribution to the integration of Science teaching and Socio-Environmental Education. It is concluded that the adopted approach contributes to the initial formation of more critical students, capable of relating science, environment, and social participation, while also highlighting the role of the school as a strategic space in the construction of educational practices committed to sustainability and to the Amazonian reality.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia