A Educação Ambiental no ambiente escolar: análise da prática docente numa escola municipal em Parintins - AM

Abstract

The present research discusses about the Environmental Education (EE) in the context of a municipal school in Parintins/AM. Aiming to investigate the main issue of the second grade's educators about the Environmental Education Concerned to pedagogical practices. Therefore, the research involved in the comprehension and understanding of the second grade's educators about EE and sustainability, identifies contents proposed in the school curriculum contemplated by EE according to the educators' speech; verifies the main issues of the educators on working with EE and finally provide didactic alternatives to the EE discussion improvement and second grade's Sustainability. Theoretical battles are marked by the main world conferences that tange its historicity, EE insertion in the school curriculum, relation between EE and sustainability, and EE teaching training. Uses up Gonçalves (1990), national curricular parameters (1997), National Political Environmental Education (1999), Dias (2003), Tristão (2004), Sachs (2009), Loureiro (2012), Freire (2013), Guimarães (2013), and others, they also were important to comprehend EE and its respective approaches. The research is qualitative in its nature with a critical approaching comprehended by the bibliographic research, the observation techniques/participants and interviews with 03 second grade's educators of the elementary school. Lastly, the reached results explains the conception about the theme that it is in a construction process between the educators. The proposed contents in the school curriculum are partially known, being linked mainly to ecological aspects. As the main issues are manifested by different topics and breaking up with the established precepts by the National Curricular Parameters. The following up didactic was introduced as a methodical proposal to the interdisciplinary teaching of EE on second grade, becoming possible to the students a knowledge that pervades the theme fragmentation at school scope.