In 2019 alone, Brazil discarded more than 2 million tons of electronic waste, of which less than
3% was recycled. The country is one of the leaders in the ranking in the production of electronic
waste, occupying fifth position worldwide and first in Latin America. The School System
performs fundamental role in society, as a space for the dissemination of knowledge, and as an
environment for the development of critical and conscious thinking about current issues. In this
context, the importance of improving teaching on the subject of electronic waste in courses
aimed at training IT technicians stands out. The Factors that reinforce this need are evident: the
lack of teaching material that helps teachers address the topic in the classroom; the theoretical
and practical limitation of teaching strategies; the lack of knowledge among students and
teachers regarding legislation, decrees, resolutions, and standards that govern the correct
management of electronic waste; and, also, the chemical composition of this solid waste are
factors that reinforce this need. Understanding the potential environmental impacts of electronic
waste and how to manage it effectively is essential for complete professional training.
Therefore, with this research, we sought to answer the following question: How to approach
the topic of electronic waste with students on the technical course in IT education and
technology in order to make them professionals aware of their environmental responsibilities?
In this context the general objective of this study was to plan and implement a participatory
pedagogical workshop on the topic of electronic waste in the IT Technician course in
Professional and Technological Education. The work was developed at the Professional and
Technological Education Unit of the Amazonas Technological Education Center in the
Benjamin Constant Institute building. The research subjects were 24 students from the High
School Technical Course in IT in Professional and Technological Education. The action
research procedure with a qualitative focus was used. We held a pedagogical workshop
organized into four Modules, the last module being an exhibition of electronic waste paintings
produced by students. Data collection took place through the application of questionnaires. The
results indicate that the pedagogical workshop was effective in expanding students' knowledge
on the topic of electronic waste. They are now more aware of proper disposal options, the need
for awareness and information, and the importance of correctly managing e-waste.
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