Scientific knowledge about scorpions is not widespread, with popular knowledge
predominating, which is disseminated mainly about accidents and their severity. Our culture
reinforces this relationship, turning them into real villains, something that is reinforced in
textbooks and scientific books, films and magazines. Thus, children are born immersed in a
cultural and symbolic world, they do not qualify a world for "subjective syncretism". During
this period of undifferentiation between the child and the human environment, his
understanding of the functions of others, which will give shape and expression to his actions
and movements. Thus, the concepts related to scorpions are also linked with what the students
learned in the family environment. In this context, environmental education can help raise
society's awareness of scorpions, demystifying the anthropocentric view in which the
individual places himself above non-human animals and nature. Knowing the non-human
animal in its habitat and respecting it as such can help in the preservation of scorpion species,
as well as preventing accidents. To improve the relationship between humans and non-human
animals, we developed a socio-environmental work with children from 11 to 12 years old,
using workshops with the presentation of teaching materials about scorpions. It was an answer
to two questions that are easy to interpret and answer. Intentional questions regarding
dependency methodology-changes than can be considered with participants and relevant
methodology-changes, can be said with relevant participants and methodology-changes.
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