Educação ambiental no ensino básico de Guaçuí: caracterização, perspectivas e (in) adequações
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Data
2024-07-04
Autores
Cardoso, Kênia Rezende
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Universidade Federal do Espírito Santo
Resumo
Environmental problems are increasingly intensifying in the daily life of society, generating discussions in the social, educational, economic, cultural and political spheres, and demanding solutions to alleviate them. In this context, Environmental Education can act as a strategy to awaken critical, ethical and collective thinking, contributing to the identification of problems, the production of knowledge and the more active participation of society in environmental decisions. Thus, the school, as a space for the production of new knowledge, can play a transformative role in changing environmental perception and contributing to changes in the contemporary environmental landscape. This study aimed to analyze the pedagogical practices for the cross-curricular teaching of Environmental Education as a proposal for critical training at the Escola Municipal de Ensino Fundamental Deocleciano de Oliveira, in the city of Guaçuí-ES. Data production involved consulting official documents from the city that guide Environmental Education, investigating the presence or absence of cross-curricular integration as a possibility for the study of Environmental Education in the research locus. Semi-structured interviews, discussion groups with students, and analysis of the school's Plano de Desenvolvimento Institucional (PDI) were conducted, in addition to observations and notes taken during the research, which contributed to assessing how Environmental Education has been worked on in basic education, and to compare Environmental Education practices with current legislation, in order to understand, based on the environmental trends from the perspective of Sauvé (2005), which are the ones that stand out most in school practices. The proposed methodology was qualitative, with a case study approach. The analysis of the data obtained in the research was carried out through triangulation. A lack of teaching of Environmental Education as a cross-curricular theme in the PDI was observed and, despite being present in specific actions at the school, many teachers pointed out time as a limiting factor for the application of this theme in the school environment. Furthermore, a lack of continuing education focused on Environmental Education was verified. The reflection of this lack of cross-curricular integration is observed with the students, generating a fragmented teaching process that poorly represents Environmental Education in social relations.
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Educação ambiental , Educação crítica , Transversalidade