Prática docente após 30 anos da institucionalização da Educação Ambiental no Brasil: o caso de uma escola do ensino fundamental em Rondônia

Abstract

Faced with the socio-environmental challenges of epic proportions experienced in the face of the serious crisis that is plaguing our planet, Environmental Education (EE) once again emerges as an instrument for building sustainability. In view of this, the school constitutes a strategic location as it is a transformative institution capable of providing, in a critical way, access to knowledge, reflections and changes in people's actions. Therefore, this research analyzed the teaching practice of Environmental Education in Elementary School I based on the case study of a public school in Porto Velho-RO, northern region of Brazil. In the qualitative methodological approach, documentary research, semi-structured interviews with 18 teachers were used, in addition to content analysis. The results indicate that environmental educational practices are not conducted as recommended by EA policies and guidelines in Brazil. The majority of experienced teachers, with over 20 years of career and 10 years of training, did not have the Environmental Education curricular component in their initial training. Nor did they obtain continued training in Environmental Education, even after 24 years of implementing the PNEA. These teachers address environmental issues through awareness raising and playful activities in a generic and specific way based on topics such as: recycling, garbage, water pollution. They do not yet systematically and continuously incorporate Environmental Education into their pedagogical practice, restricting approaches to specific activities, mainly on commemorative dates. The Pedagogical Political Project of the studied school, revised in 2019, also makes no mention of environmental challenges or themes, or even cites laws, standards, guidelines related to Environmental Education. In this context, a guiding guide is presented for re-elaborating the PPP and the inclusion of environmental practices. This research makes us reflect that, even after 30 (thirty) years of the Brazilian CF establishing the right to EE and more than 20 years of the PNEA defining EE in school education, there are still schools in the country that need to implement environmental educational policies in accordance with what is established in the legal and guiding frameworks for Environmental Education.