The water and the water cycle and its anthropogenic impacts are the aim of these dissertation. The Didactic Sequence (DS) applying audiovisual as didactic resource is the final result. A quali-quantitative approach based the methodological procedures focused on critical social action-research from the Environmental Education perspective. The DS was applied for a 5º. grade class of the Fundamental Education I of the RA of Candangolândia, Federal District, Brazil, comprising of 20 primary students, between 10-13 ages, one of them with ID (Intellectual Deficient) and other with Functional Disorder of Specific Learning (FDSL), both formal diagnosed. The SD adapted for inclusive students (DI + FDSL) was accomplished in eight (8) classes varying from teorethical and theoric-pratical activities, as well field trip and audiovisual productions. Two quali-quantitative half-open surveys, one before and another after the SD application; results of the audiovisual production and supervising of the author were used for validation. The final results show that a DS well prepared and worked can (i) amplify or change the scientific concepts of water; (ii) put human being in the natural process of recycling and distribution of the planet water; (iii) create attitudes in accordance with these process; (iv) exemplify the practice of inclusion.

Sustainable practices are behaviors that take into account the preservation of the environment, as well as the

minimization of environmental degradation caused by organizations. In this way, it was perceived that the

institutions need to be more aware of the conscious use of this environmental resource, as well as the

professionals inserted in them, with this, it is problematized how the secretarial professional can be involved

in this process. In this regard, this research analyzes the potential for introducing and developing elements of

environmental sciences and sustainability in the training of secretarial professionals, and systematizing them

in the form of a manual of environmental sciences and sustainability applied to the techniques of secretarial

professionals. Therefore, the methodological procedures were based on bibliographical and exploratory

research, under the qualitative-quantitative approach and used as a theoretical assumption of the method of

complexity, interdisciplinarity and pragmatic environmental education. Data were collected through a

structured questionnaire on Google Forms, and analyzed using Laurence Bardin's content analysis method.

The subjects of the research are students of technical and superior secretarial courses, secretarial professionals

and the executives assisted by these professionals. As a main result, the relationship of the Rs (rethink, reduce,

reuse) of sustainability applied to secretarial techniques was shown, namely: agenda management, meeting

management, travel management; customer service management, writing administrative and official texts, file

management, and planning and organizing events, contributing to more sustainable attitudes in the corporate

environment. The present work resulted in the creation of a manual on environmental sciences and

sustainability applied to the techniques of secretarial professionals. It is concluded that the proposal for the

development of the educational product – manual, presents itself as a potential pedagogical tool for learning

in the training of professional secretaries as environmentally responsible subjects.

The research is a proposal to encourage 5th-grade students to understand the importance of the sustainable use of Cerrado plants and the need for preservation for current and future generations. This work was part of a research project for the Professional master’s degree in teaching environmental sciences at the University of Brasília (UnB), Darcy Ribeiro campus. This research was developed at the São Francisco de Assis Educational Center, located in the city of Palmas/TO, where the researcher is a teacher. The general objective of the research was to understand whether students' perception of the Cerrado can be changed with a didactic sequence. The methodology applied was participant research, and the students involved played a key role in its development. To this end, the didactic sequence carried out with the students brought tools used in active methods such as didactic games; debates on subjects relevant to the theme; and making handicraft products (from Cerrado plants). The didactic sequence carried out in this research was divided into five modules: in three of these modules, students made creative productions; and, in the last module, they made products made from the raw material of three typical Cerrado plants in the laboratory. It is imperative to emphasize that this research obtained results that demonstrate that the students were able to: experience teamwork; interact with the environment through learning about the Cerrado biome and contact in practice with products made by them. Finally, it is considered that the adoption of Cerrado plants as a didactic-pedagogical component proved to be an alternative that can provide meaningful learning, interaction with the environment, and the possibility of using its resources in a sustainable way.

This master's thesis addresses pedagogical practices in brazilian formal education and the lack of connection between theoretical knowledge and the learner's reality. Since interdisciplinarity depends on practical actions and interaction of the subjects involved, with their contextualized realities, this study proposes an "eco-pedagogical" praxis that uses the water theme as an articulator of knowledge, including popular knowledge, aesthetic perception and symbolic expressions. The theme "soil use and cover and water quality" is used as a learning object, applied in the disciplines of Natural Sciences, Social Sciences, Humanities and Language in high school. This work took a quantitative and qualitative approach, using direct observation and structured activities at the Arco de Maguerez that culminated in an educational product: a support booklet for teachers and coordinators – “Environmental impacts on water resources: Streamlining the Teaching of Environmental Sciences in Teaching Medium based on the 2030 Agenda and the local reality” which was validated using research questionnaires approved by the National Research Ethics Committee. The study area is composed of the sources of Capão Preto and Ipê and the courses of the Coqueiros stream that occur in the limits of an Area of Relevant Ecological Interest (ARIE) of Granja do Ipê – CAUB I/DF. The monitoring of water quality and proposed activities was carried out by students and teachers from different semesters of high school at CEd Agrourbano Ipê - DF. In this sense, the interdisciplinary work on water quality in the hydrographic basin under study proved to be an opportunity to streamline pedagogical practices, in addition to providing greater knowledge of the place where students live and the interconnection between different areas of knowledge. The students' participation in this study made it possible to advance their understanding of the local reality and its relationship with water quality and the use and occupation of land in the region. Environmental education is essential to educate citizens who are aware and engaged in preserving the environment, and interdisciplinary teaching is an important tool to achieve this goal. Through this work, it was possible to define areas that need recovery actions and investments in sustainable production systems and soil conservation, contributing to the preservation of the Hydrographic Basin and to the elaboration of public policies in this area.