Práticas educativas ambientais na perspectiva da educação do campo

Abstract

The present work aim the analysis of environmental education practices at Rui Barbosa School, and the proposal of Rural Education Active School. A participating research procedure and dialectics as methodological technique were used. The analysis was based on secondary data, the LDB - Law of directives and Bases (BRASIL, 1996), and National Curricular Parameters (BRASIL, 1997) and also on directives for introduction and implementation of the methodological strategy Active Scholl (BRASIL, 2007) for Rural Education. As subject of this research a participating inquiry was allocated to 09 families belonging to school community, 16 students and two teachers in a total of 27 people, at a Rural School Unit that attend students up to the 4th. year in basic school operating in the afternoon school time. To register all investigation results and gathered data, a survey notebook was used. To register all investigation results and gathered data, a survey notebook was used semi structured interviews with open questions, meetings with the parents of the students and planned home visits, participating observation and class lessons with students had place. It is considered relevant that at school collective work should be encouraged, able to unleash and actions, guiding to awareness about relevance of environmental questions. Environmental education is one alternative in public policy to improve awareness in a interdisciplinary way turning possible to influence social actors as a contribution to change evaluation and attitudes to provide balance between mankind and nature. This work shows that the teachers who teach in the researched rural school unit are unable to use the methodology of Rural Education Active School. The communitarians have not been sufficiently cleared up to learn about the methodology of Active School and also about projects in environmental education that comprise the targets of the methodology of active school concerning interaction between school-family-community with the environment. The methodology of Rural Education is not being followed due to resistance concerning methodological techniques. Therefore, there is no interaction between school/family/community to make feasible environmental projects.