A educação ambiental na prática docente em ciências em uma escola da rede municipal de Paragominas-PA

Abstract

This research presents itself as a qualitative one, which aimed to understand under what theoretical-methodological terms Environmental Education is inserted in the teaching practice of science teachers who work in higher elementary education in a public school in the municipal network of Paragominas. The case study (unique and holistic) was used as a research strategy. This is a research in which data triangulation was based on three sources of evidence: from semi-structured interviews with teachers, from document analysis of the Political Pedagogical Project of the Anésia da Costa Chaves school, as well as from the analysis of the Project Public Green Municipalities with regard to Environmental Education. Data were transcribed and analyzed using Bardin's Content Analysis (2011), in the light of the theoretical framework of currents in Environmental Education by Lucie Sauvé (2005). Four science teachers actively participated in the study. In this movement of analysis, two categories emerged: The look of science teachers on Environmental Education, and The Relation of Anésia school with Environmental Education, which present the results of the meanings attributed to Environmental Education and the different theoretical-methodological perspectives emerging in the dialogues , likewise, brings an understanding of how the school defines and inserts Environmental Education in its different curricular components. From these data obtained, it was observed that the different trainers claim to work with Environmental Education and that the resolutive current is predominant in the way they conceive and practice Environmental Education in this school. Thus, it is notorious that even with educational advances in the municipality of Paragominas, actions are needed that escape the critical educational perspective, which questions the socio-environmental practices and problematize the discourses that underlie these actions, in order to encourage autonomous thoughts in students.