A inserção da educação ambiental por meia da construção conjunta de três propostas pedagógicas em uma escola de rede municipal de ensino da cidade de Jataí-GO

Abstract

The generating concern of this study was to understand the contributions of teaching experience in environmental education to its immersion in a municipal school from Jataí- GO. This research took place through the years of 2013 and 2014 and aimed the preparation, by teachers of the Elementary School II, who represented the target public, and researcher, three pedagogical proposals on environmental education. Based on the theme of sustainability, it was planned, in discussion groups, pedagogical actions starting from local environmental problems. The necessary approach to environmental education in different school subjects and the proximity of the school, field of this study, with the green areas of Mata do Açude (Weir Woods) and Queixada, justify their immersion through projects from the perspective of critical environmental education. These forests are in vulnerable conditions due to urban growth, deposition of garbage in inappropriate places and deforestation for new subdivisions. Proposals were taken from a conference about environment, a Science Fair, and environmental projects, permitted through an interventional study. We used, as instruments of data collection, questionnaire, recordings, interview, participant observation and group discussions. The results obtained from group discussions and the development of pedagogical proposals highlight: (1) articulation between disciplines in the planning and execution of actions; (2) integration of a reflexive environmental education in the school context; (3) insertion of Pedagogic-Political Project at the school, including environmental education; (4) observations and notes of future strategies; (5) development of environmental projects by teachers; (6) developing actions based on the questioning of reality. We conclude that the collective construction of proposals for environmental education through projects is a possible way for its inclusion in the school. It is important to highlight some barriers concerning the introduction of environmental education into schools, among which: the extensive workload of the teacher, the few educational meetings, the lack of training courses for interdisciplinary approach, the requirement of compliance with an extensive syllabus, the gap between research and teaching practice and the difficulty of teachers in preparing projects. However, the proposals developed at school pointed to the possibility of training on the dimensions of environmental education in the school itself, an opportunity for greater participation of the students giving them an active voice, a continuous motion of practical action-reflection, the questioning about reality, the involvement of the teacher to the survey, the establishment of study group, the development of reading, writing and interpretation, the introduction of scientific research, action planning through group discussion, the greater autonomy of school. Still with the study, we noticed the little integration of political, cultural and economic dimensions in the developed proposals, with the need for further training in environmental education to strengthen its interdisciplinary approach and these dimensions.