INTEGRAÇÃO DE METODOLOGIAS ATIVAS NA FORMAÇÃO ACADÊMICA: ELABORAÇÃO DE CARTILHAS COMO ESTRATÉGIA DE EDUCAÇÃO AMBIENTAL PARA COMUNIDADES DE RECIFE/PE

Abstract

: The technological and social transformations that characterize the contemporary context have demanded new pedagogical approaches in engineering education, especially given the need to train professionals capable of acting autonomously, with critical thinking and competencies that go beyond technical expertise. The complexity of current challenges requires engineers able to interpret real-world problems, communicate effectively, work collaboratively, and understand the socio-environmental dimensions involved in their practice. In this scenario, active methodologies, especially Project-Based Learning (PBL), associated with service-learning, stand out for promoting the effective participation of students in the construction of knowledge and for articulating theory and practice in real-world situations, bringing the training process closer to the demands of society. This article presents an experience developed in the Fundamentals of Geology course of the Civil Engineering program at the Polytechnic School of Pernambuco (POLI/UPE), in which students created educational booklets aimed at popularizing geoscientific knowledge and strengthening environmental education. The proposal aimed not only to consolidate the content covered in the classroom, but also to stimulate creativity, student leadership, and the ability to translate technical concepts into accessible language for diverse audiences. The methodology involved the development of team projects, in-depth investigation of geological content, and the production of educational materials for the community and basic education schools. Throughout the process, students participated in stages of research, planning, visual and textual development of the booklets, as well as moments of socialization and validation of the materials produced. The results show that the integration between PBL (Project-Based Learning) and service-learning favored the consolidation of theoretical content, increased student engagement, and contributed to the development of skills such as scientific communication, collaboration, critical thinking, and socio-environmental responsibility. Furthermore, the production of the booklets reinforced the social meaning of learning, allowing students to perceive the relevance of geological knowledge for civic education and environmental education in school contexts. It is concluded that the combination of these methodologies enhances meaningful learning, strengthens civic education, and broadens the social impact of educational practices in engineering education, proving to be an effective strategy for bringing university, school, and community closer together through the collective construction of knowledge