ENVIRONMENTAL ASSESSMENT OF URBAN CEMETERY AREAS: A PEDOCHEMICAL AND SOCIO-ENVIRONMENTAL ANALYSIS OF THE MUNICIPAL CEMETERY OF PAIÇANDU, PARANÁ, BRAZIL – BUILDING A FRAMEWORK FOR ENVIRONMENTAL SCIENCE EDUCATION

Abstract

Urban expansion over cemetery areas and its pedogeochemical and sanitary implications constitute pressing challenges for environmental management and public health promotion, requiring approaches that link technical diagnosis to critical education in Environmental Sciences. Given this scenario, this study—derived from a professional master’s dissertation (PROFCIAMB/UEM)—aimed to analyze the pedogeochemical quality of the soil at the Municipal Cemetery of Paiçandu-PR in relation to an adjacent school area, as well as to develop and evaluate an environmental-educational intervention based on the application of an Educational Product (EP) in Technical High School Education. The methodology was grounded in an inductive case study with a quantitative-qualitative approach, combining the georeferencing of sampling points, comparative laboratory analyses of fertility, carbon, micronutrients, and heavy metals, and the participatory construction of an educational product composed of informative banners and a technical-pedagogical report submitted to the municipal management. The rationale is anchored in the need to fill gaps regarding the environmental impacts of necropolises in medium-sized municipalities and in strengthening Critical Environmental Education, aligning with the Sustainable Development Goals (SDGs 3, 4, and 11) of the 2030 Agenda. The pedogeochemical results revealed that both soils exhibit alkaline character and high base saturation. The school soil showed higher levels of organic carbon, manganese, and zinc, while the cemetery soil displayed significant increases in iron, copper, and notably sulfur, characterizing a pedogeochemical signature typical of cadaveric protein decomposition. Although metal concentrations remain below the limits established by CONAMA Resolution No. 420/2009, the coexistence of potential acidity and alkalinity points to an unstable chemical equilibrium. In the educational sphere, the transposition of empirical data to the school environment reframed the students' prior perceptions, consolidating applied teaching as a catalyst for citizenship and socio-environmental justice.