Ambiente e educação: concepções e práticas dos educadores nas escolas municipais de colinas do Tocantins-TO

Abstract

Laws, directives, programs and proposals for environmental education are on the agenda of the federal government, at environmental ministry, education and culture ministry level and others, however it is essential that more attention and support should be given to follow up how it is applied in schools, at classroom space. There is where education really take place, whether small or big actions, they are extremely important. By starting with these actions, it is to believe that there is a chance to change behaviours and prepare people that, by disseminating their certainties, will work toward a new relationship with the world and the other. In face of this, the present study) aims the comprehension of environmental education concepts arising from educational practices at basic school by aplication of ProNEA National Program for Environmental Education. The research is based on systemic and dialectic approach, where the first is substantiated on aegis of the systems theory of Morin and the second and the second is focused on the things and its conceptual images in its conecctions, in its chain, in its dynamics, in its process of genesis and its aging. The methodological procedures carried out na in this research where: participating observation with quantitative analysis and, qualitative predominance. The study turned possible qualitative predominance. The study made possible an analysis of the environmental education model at schools, the concepts of educators concerning education and environment and involvement of schools in public policies concerning to the constructed theoretical reference. It became clear that the environmental education thematic is sparely diffused at schools, the theoretical methodological strength of educators is superficial, superficial, they dont participate in professional training in environmental education, there is no specialized technical pedagogical follow up and the people involved in the inquiry do not met the national policy for environmental education. In spite of all identified problems, managers and educators showed high level of preoccupation with com the environmental issues, approaching environmental education in different ways.