ENVIRONMENTAL PERCEPTION OF HIGH SCHOOL STUDENTS ABOUT THE CODÓ-MA ENVIRONMENTAL PARK

Abstract

This study aims to analyze the environmental perceptions of high school students enrolled in the Integrated High School (IFMA) technical program in Environment at the Federal Institute of Education, Science, and Technology of Maranhão (IFMA) - Codó Campus. The research sought to understand how technical training influences students' critical view of the environmental and urban impacts caused by the Codó Environmental Park, Maranhão, and how this perception can contribute to the appreciation and preservation of natural public spaces. The methodology adopted was qualitative and quantitative, with questionnaires administered to 30 (thirty) first- and third-year high school students enrolled in the Integrated High School (IFMA) technical program in Environment at the Codó Campus. The results reveal that, while first-year students have a more practical and functional perception of the park, third-year students demonstrate greater criticality, associating the observed environmental problems with structural issues, such as urban planning and public management. The comparative analysis highlights the role of environmental education in developing individuals who are aware of and committed to sustainability and socio-environmental justice, reinforcing the importance of integrating the park into pedagogical and community practices. The study concludes that, although the Codó Environmental Park is recognized as a leisure space, it has potential for use as an interdisciplinary pedagogical tool. Furthermore, it reinforces the importance of integrating environmental education into the curriculum in a continuous and critical manner, fostering student engagement with the local socio-environmental reality and encouraging their role as agents of social transformation.