2012-04-272012-04-272010-03-12BARBOSA JUNIOR, Ival Rabêlo. Meio ambiente e ética: entrecruzando olhares no ensino de ciências. Orientador: Eugênio Pacelli Leal Bittencourt. 2010. 117 f. Dissertação (Mestrado em Educação em Ciências e Matemáticas) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2010. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/2667. Acesso em:.https://repositorio.ufpa.br/handle/2011/2667The environment and ethics are frequent themes in the discussion of subjects about the challenges of the Brazilian education. The world is immersed in environmental and ethic crisis, inviting us to the dialectic movement of action-reflection-action. The objective of this work was to investigate the conceptions and relations between transversal themes such as environment and ethics of the teachers of science, educational technicians and students of Secondary School (5th to 8th grades), from a private school of Belém. The study was supported in Sauvé, Reigota, Sánchez Vásquez, Leff, Grün, Valls, Bardin, Zabala, Freire, Lüdke, André, among others. The methodological path was that of the qualitative approach. To immerse in the intersubjective dialogs – which are pedagogical practices – field research and documental techniques were used. The first consisted of the realization of semistructured interviews with 16 students, 3 teachers and 2 technicians of the ― “Alfa” School. The second embraced the PCNs (National Curricular Parameters/ Federal Policies for Education), science textbooks and documents given to students and teachers in 2008 at school. The interpretation of the data was based on the analysis of the content, in its theme modality. Two themes were worked on: Conceptions of Environment and Conceptions of Ethics. The unity of context, the ―backstage‖ of the study, was a school from the private education network, well equipped of infrastructure, whose clientele is formed, in vast a majority, of students from high middle class. To define the categories, a notebook containing interviews was prepared, facilitating the grouping, classification and interpretation analysis of the data. This resulted in the synthesis of seven categories of analysis: Conception of the environment as nature; Conception of the environment as a living place where people live; Conception of the environment as a relation among people and themselves with the environment; Conception of the environment as sustainability; Conception of Ethics as respect; Conception associated with principles and values and Conception related to the environment and the respect for people. The results reveal, contradicting itself, the prevalence of disciplinary logic between the PCNs (National Curricular Parameters/ Federal Policies for Education) and ―Alfa‖ School; the textbooks adopted by the school do not limit themselves to the factual and conceptual contents; in relation to the concepts of Environment and Ethics, the understanding of what environment and ethics mean is limited. The subjects generally do not establish the necessary connection between Environment and Ethics. In classes of 5th to 8th grades the School does not work the Themes effectively. The final reflections pontificate an invitation to the school to reflect and search for alternatives that may revert the scenery of its educational actions concerning Environment and Ethics. The schools need to feel challenged to insert Environmental Education in their routine, aiming to collaborate to the construction of a citizen education.porAcesso AbertoCiênciaMeio ambienteÉticaEducação ambientalBelém - PAPará - EstadoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO