A educação ambiental no município de Bonito - PE : a prática pedagógica do professor

Abstract

This research was done between November 2021 and January 2022 and has the objective of identifying and analyzing environmental education ministered by the Geography and Environmental Education teachers in the city of Bonito, Pernambuco. The city, known for being the first one in Brazil to have natural rights and potential influence on the natural beauties like ecological parks, has a direct connection with environmental education – in order to spread information about the environment in the city’s public schools. Thus, the fact that the city is surrounded by this natural reason results in prominent outcomes for formal and informal education. The qualitative methodology was executed through an analysis of curricular documentation, such as the National Curricular Parameters, the Common Curricular Basis, and the Political Pedagogical Project of the studied school. For that intent and considering the Covid-19 pandemic scenario, online interviews with Geography and Environmental Education teachers of veteran Elementary students were hosted through Google platforms. During the process, we have noticed that the studied school does not include directives related to the matter (Environmental education) on people’s routines, even though it aligns with some of the principles of the topic. We have also observed that the enrolled teachers strive to share more about environmental subjects, but there is no visible encouragement from the Secretary of Education, which does not make efforts to collaborate with the Secretary of Environmental Education to develop projects related to the theme in Bonito’s public schools. Teachers have not been prepared to go over the topic, neither during their graduation nor through continuing education, so they cannot give enough support to students when going over environmental education. The research shows that the developed educational practices and politics of Environmental Education are too specific and distant from the National Curricular Parameters’ recommendations since they are not executed transversally and continuously.