Abstract
INTRODUCTION: Playful learning for environmental education represents a participatory pedagogical mediation that considers the socio-environmental realities in which persons are immersed. OBJECTIVE: To promote environmental education, through playful, participatory, and flexible methods, to prevent pesticide exposure. METHODOLOGY: Using geographic information systems, the distances between schools and bananas plantations were calculated. A playful and constructivism methodology was designed for primary school students (6 - 8.5 years), and their legal guardians. Subsequently, 148 workshops were developed in 37 rural Costa Rican schools, in which 2757 children and 387 adults participated. RESULTS: Thirty-eight percent (38 %) (n=14) of the schools were located at less than 100 meters from banana plantations. Playful communication generated a participatory environment, in which local needs were identified and collective knowledge was built about the effects of pesticide exposure on the environment and human health. Participants were able to identify the main preventive actions to reduce pesticide exposure. CONCLUSIONS: Playful, participatory, and flexible methodologies in environmental education facilitate the process of sensitizing first cycle primary school students and their parents from rural communities about the risks of exposure to pesticides. The methodology used can be easily adapted for application in other environmental science studies.