(Cons)ciência e (trans)formação ambiental na gestão escolar: um olhar sobre escolas municipais de Aracaju

Abstract

Contemporary environmental issues present interconnected challenges that require urgent actions and sustainable approaches to ensure the protection and conservation/preservation of the environment, in addition to promoting harmonious coexistence between human beings and nature. However, until the 20th century, the environmental issue was not considered a global or regional priority. It was only from the 1960s onwards that the environmental movement gained strength, driven by the report "The Limits of Economic Growth", the result of the Club of Rome debate (1972). This pioneering document warned about the catastrophic impacts if there was no change in economic and political paradigms, provoking a deep reflection on the socioeconomic practices adopted at the time. Environmental Education (EE) emerged as an educational response to raise global awareness about environmental challenges, establishing itself as an essential field of pedagogical action ever since. Despite efforts, EE has not yet reached its maximum potential as an effective tool in mitigating environmental and social problems. In Brazil, specifically, the implementation of EE in schools is still incipient and fragmented, requiring a critical assessment of its practical application and its connection with social reality. In the Brazilian context, EE needs to face significant challenges, especially in regions such as Northeast, including the city of Aracaju, where complex socioeconomic and environmental factors interact and spread continuously. The effective insertion of EE in schools in Aracaju is important to face these local challenges, promoting awareness about socio-environmental fragility and encouraging sustainable practices. Therefore, this thesis investigates the practices of school managers in the municipal education network of Aracaju in relation to Environmental Education. Furthermore, we seek to subsidize, through active methodologies, approaches that strengthen the integration of these practices and promote the formation of citizens who are aware of and engaged with environmental sustainability. This research aims not only to identify gaps in the implementation of EE, but also to suggest strategies to strengthen its transformative role in education for sustainable human development and in promoting a more balanced coexistence between society and nature. Research carried out in 45 Aracaju reveals challenges in implementing Environmental Education in municipal schools. Despite the high school enrollment rate (97.4%), structural disparities affect educational quality, especially in peripheral areas such as Lamarão and Soledade, which lack adequate infrastructure and green areas Educational management faces obstacles such as the lack of teacher training and the fragmentation of educational initiatives. The integration of active methodologies into the curriculum is recommended to engage students collaboratively and prepare them for socio-environmental challenges. The research emphasizes the urgent need for investments in infrastructure, teacher training and community engagement for more inclusive and contextualized education. These measures are essential not only to meet regulatory goals, but also to form conscious and responsible citizens, promoting a sustainable and equitable future in Aracaju.