A Educação Ambiental e a Economia Verde na percepção de professores, no município de Humaitá, Amazonas, Brasil /

Abstract

the years, mainly due to the scenario of environmental degradation, where soil, water, air and trees are corrupted, prompting alerts at a global level, since these actions, which are largely of anthropic origin, have been increasingly intensifying, especially in developing countries such as Brazil and regions rich in natural resources, such as the Amazon, where the economy revolves around natural appropriation and exploitation. Considering that Environmental Education (EE) is a mitigating means, as it allows for dialogue on universal issues. Thus, the objective of this research was to analyze the concept of VE and integrate EE, in order to promote awareness among teachers at a public school in the southern mesoregion of Amazonas. For this, bibliographic, qualitative-quantitative, descriptive and action research methods were used. The data collected occurred through observations during a lecture, and in the elaboration of proposals, and a semi-structured questionnaire. The target audience was teachers at the Full-Time Education Center (CETI). The data collected on the socioeconomic profile of the teachers show that 54.9% of the teachers are women, the majority are in the age range of 36 to 45 years, 73.7% consider themselves brown, 68.4% are married, the majority have completed higher education, and 79% earn between three and six minimum wages. Regarding environmental perception, the responses demonstrate different views on the environment, but teachers recognize the importance of environmental preservation. Most are concerned about environmental news in the region, but there is a need to combat misinformation about environmental issues. Regarding VE and EE, 42.1% of teachers are unfamiliar with the term "Green Economy". This term is not yet widely popularized. The authors state that VE is a new paradigm that seeks to revolutionize the way we produce and consume goods and services, placing sustainability at the center of decisions. VE and EE complement each other in the formation of conscious and critical citizens. VE can be integrated with EE in different disciplines, developing the student's ability to perceive that economic development will only have significant long-term results if it is carried out on a sustainable basis. The lack of time to prepare teaching activities, the lack of enthusiasm of students, and the concern with the current scenario in the southern region of Amazonas are challenges for working with VE in schools. VE can be used in the educational field through EE, seeking alternative sources of income through responsible use of natural resources. VE integrated with EE can contribute to achieving the goals of the UN Sustainable Development Goals (SDGs). The results demonstrate the need to strengthen the continuing education of teachers in EE and VE, in addition to promoting local scientific production and combating misinformation. VE, integrated with EE, can be a powerful tool for the sustainable development of the region and for the formation of conscious and critical citizens.