As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3841 |
Resumo: | The consolidation process of environmental education in Brazil, while important social field, is presenting itself more intense in the last years, emphasizing the need to surround the tenets of different subjects, such as environmental education. Thus, the general objective of this study was to analyze the conception of environment expressed in states constitutions and its implications while drafting educational public policies. As methodology a bibliographical and documental analysis research was performed, bringing about the reality of state constitutions regarding environmental education. This study reveals that environmental education is cited in the Federal Constitution of 1998 only once, in the specific chapter about the environment, which goes to the fact that this important subject was not highlighted by Brazilian Law, state Laws in all regions of Brazil also approach environmental education lightly, being that the states of Tocantins and Sergipe do not even address the issue of environmental education. When addressing specific educational Laws that cover educational law, the present study aimed to bring what is found in specific educational statutes (PCNs, DCNs, DCNEA and BNCC), considering the advancement and stagnation of educational laws that though are the basis in which a society is constructed, able of preserving the environment, still has timid actions in this regard. Finally, it was considered that in a reductionist style the BNCC addressed the environmental education without generating significative advancements which enabled a wider and more effective education by overcoming its demands. It was thus concluded, that environmental education is treated as a transversal subject in Brazilian schools, not getting the importance needed thought the environment contemplates the own existence of humanity, and, in this regard, must be relevantly and specifically addressed, in such way where it is possible to awaken in citizens the conscience that it is necessary to protect the environment and, to this end it is needed that each citizen is aware of its effective relationship with nature and, on this regard, that public policies address the subject of environmental education with the prominence that the subject demands, therefore, there must be no superficiality in the public policies that concern environmental issues. |
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As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionaisEducação ambientalConstituições estaduaisPolítica pública educacionalCNPQ::CIENCIAS HUMANAS::EDUCACAOEnvironmental educationState constitutionsEducational public policiesThe consolidation process of environmental education in Brazil, while important social field, is presenting itself more intense in the last years, emphasizing the need to surround the tenets of different subjects, such as environmental education. Thus, the general objective of this study was to analyze the conception of environment expressed in states constitutions and its implications while drafting educational public policies. As methodology a bibliographical and documental analysis research was performed, bringing about the reality of state constitutions regarding environmental education. This study reveals that environmental education is cited in the Federal Constitution of 1998 only once, in the specific chapter about the environment, which goes to the fact that this important subject was not highlighted by Brazilian Law, state Laws in all regions of Brazil also approach environmental education lightly, being that the states of Tocantins and Sergipe do not even address the issue of environmental education. When addressing specific educational Laws that cover educational law, the present study aimed to bring what is found in specific educational statutes (PCNs, DCNs, DCNEA and BNCC), considering the advancement and stagnation of educational laws that though are the basis in which a society is constructed, able of preserving the environment, still has timid actions in this regard. Finally, it was considered that in a reductionist style the BNCC addressed the environmental education without generating significative advancements which enabled a wider and more effective education by overcoming its demands. It was thus concluded, that environmental education is treated as a transversal subject in Brazilian schools, not getting the importance needed thought the environment contemplates the own existence of humanity, and, in this regard, must be relevantly and specifically addressed, in such way where it is possible to awaken in citizens the conscience that it is necessary to protect the environment and, to this end it is needed that each citizen is aware of its effective relationship with nature and, on this regard, that public policies address the subject of environmental education with the prominence that the subject demands, therefore, there must be no superficiality in the public policies that concern environmental issues.O processo de consolidação da educação ambiental, no Brasil, enquanto importante campo social, vem se demonstrando mais intenso nos últimos anos, enfatizando a necessidade de cingir o ensinamento sobre diferentes temas, como é o caso da educação ambiental. Assim, o objetivo geral deste estudo foi analisar a concepção de meio ambiente expressa nas constituições estaduais e suas implicações para a formulação de políticas públicas educacionais. Como metodologia foi realizada uma pesquisa bibliográfica e análise documental de cunho qualitativo, fundamentada nos pressupostos teóricos-metodológicos do método dialético, trazendo a realidade nas constituições estaduais acerca da educação ambiental. Este estudo revela que a educação ambiental é tratada na Constituição Federal de 1988 somente uma vez, no capítulo específico sobre o meio ambiente, o que aponta para o fato de que não ocorreu destaque pelo Legislador Pátrio para esse importante tema. As constituições estaduais, em todas as regiões brasileiras, também tratam a educação ambiental com superficialidade, sendo que os estados do Tocantins e Sergipe sequer abordam o tema educação ambiental. Ao tratar especificamente das leis da educação que tratam sobre a educação ambiental, o presente estudo buscou trazer o que se encontra nos PCNs, DCNs, DCNEA e BNCC, considerando os avanços e estagnação da lei da educação que embora seja a base da construção de uma sociedade capaz de preservar o meio ambiente, ainda tem ações tímidas nessa seara. Por fim, considerou-se que a BNCC tratou a educação ambiental de forma reducionista não gerando avanços significativos, que possibilitasse uma educação mais ampla e efetiva com a superação de suas demandas. Concluiu-se por fim, que a educação ambiental é tratada como tema transversal nas escolas brasileiras, não ganhando a importância que necessita posto que o meio ambiente contempla a existência do próprio homem. Nesse sentido, deve ser tratado com relevância e especificidades, de forma que seja possível despertar nos cidadãos a consciência de que é preciso proteger o meio ambiente e, para isso é preciso que o cidadão tenha conhecimento de sua efetiva relação com a natureza e, nessa seara, que as políticas públicas tratem o tema educação ambiental com a proeminência que a matéria exige. Desse modo, não pode existir a superficialidade nas políticas públicas educativas em relação à temática ambiental.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisSantos, Ivanete Rodrigues doshttp://lattes.cnpq.br/5282830494613557Santos, Ivanete Rodrigues dos378.054.601-91http://lattes.cnpq.br/5282830494613557Silva, Marcelo Soares Pereira da260.302.921-53http://lattes.cnpq.br/1792746783494704378.054.601-91Campos, Adelina Neres de Sousa2023-03-13T20:26:06Z2020-09-272023-03-13T20:26:06Z2020-08-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCAMPOS, Adelina Neres de Sousa. As constituições estaduais e a educação ambiental: implicações para as políticas públicas educacionais. 2020. 117 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.http://ri.ufmt.br/handle/1/3841porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-16T07:01:05Zoai:localhost:1/3841Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-16T07:01:05Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
title |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
spellingShingle |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais Campos, Adelina Neres de Sousa Educação ambiental Constituições estaduais Política pública educacional CNPQ::CIENCIAS HUMANAS::EDUCACAO Environmental education State constitutions Educational public policies |
title_short |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
title_full |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
title_fullStr |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
title_full_unstemmed |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
title_sort |
As constituições estaduais e a educação ambiental : implicações para as políticas públicas educacionais |
author |
Campos, Adelina Neres de Sousa |
author_facet |
Campos, Adelina Neres de Sousa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Santos, Ivanete Rodrigues dos http://lattes.cnpq.br/5282830494613557 Santos, Ivanete Rodrigues dos 378.054.601-91 http://lattes.cnpq.br/5282830494613557 Silva, Marcelo Soares Pereira da 260.302.921-53 http://lattes.cnpq.br/1792746783494704 378.054.601-91 |
dc.contributor.author.fl_str_mv |
Campos, Adelina Neres de Sousa |
dc.subject.por.fl_str_mv |
Educação ambiental Constituições estaduais Política pública educacional CNPQ::CIENCIAS HUMANAS::EDUCACAO Environmental education State constitutions Educational public policies |
topic |
Educação ambiental Constituições estaduais Política pública educacional CNPQ::CIENCIAS HUMANAS::EDUCACAO Environmental education State constitutions Educational public policies |
description |
The consolidation process of environmental education in Brazil, while important social field, is presenting itself more intense in the last years, emphasizing the need to surround the tenets of different subjects, such as environmental education. Thus, the general objective of this study was to analyze the conception of environment expressed in states constitutions and its implications while drafting educational public policies. As methodology a bibliographical and documental analysis research was performed, bringing about the reality of state constitutions regarding environmental education. This study reveals that environmental education is cited in the Federal Constitution of 1998 only once, in the specific chapter about the environment, which goes to the fact that this important subject was not highlighted by Brazilian Law, state Laws in all regions of Brazil also approach environmental education lightly, being that the states of Tocantins and Sergipe do not even address the issue of environmental education. When addressing specific educational Laws that cover educational law, the present study aimed to bring what is found in specific educational statutes (PCNs, DCNs, DCNEA and BNCC), considering the advancement and stagnation of educational laws that though are the basis in which a society is constructed, able of preserving the environment, still has timid actions in this regard. Finally, it was considered that in a reductionist style the BNCC addressed the environmental education without generating significative advancements which enabled a wider and more effective education by overcoming its demands. It was thus concluded, that environmental education is treated as a transversal subject in Brazilian schools, not getting the importance needed thought the environment contemplates the own existence of humanity, and, in this regard, must be relevantly and specifically addressed, in such way where it is possible to awaken in citizens the conscience that it is necessary to protect the environment and, to this end it is needed that each citizen is aware of its effective relationship with nature and, on this regard, that public policies address the subject of environmental education with the prominence that the subject demands, therefore, there must be no superficiality in the public policies that concern environmental issues. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-27 2020-08-27 2023-03-13T20:26:06Z 2023-03-13T20:26:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CAMPOS, Adelina Neres de Sousa. As constituições estaduais e a educação ambiental: implicações para as políticas públicas educacionais. 2020. 117 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. http://ri.ufmt.br/handle/1/3841 |
identifier_str_mv |
CAMPOS, Adelina Neres de Sousa. As constituições estaduais e a educação ambiental: implicações para as políticas públicas educacionais. 2020. 117 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020. |
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http://ri.ufmt.br/handle/1/3841 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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