Implementação da educação ambiental em escolas do ensino fundamental em Aracaju

• Autor(a) principal: Santos, Rose Cleide
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/4160
• topic: Educação ambiental; Ensino fundamental; Qualidade de vida; Currículos; Environmental education; Planning; Fundamental education; CNPQ::OUTROS

Environmental education is an essential part of education and should be worked both in formal and in informal context. The present research study has as its object of study the insertion of this educational component in elementary schools in the state system in Aracaju SE. The main objective of the study was to analyze the planning and the guidelines of the Secretary of Education (SEED) for environmental education and to what extent were being implemented in schools in basic education of Aracaju. For both was held interview with environmental education coordinator of the Secretariat and questionnaires were applied to 54 teachers from 12 schools in Aracaju State. Was also carried out the analysis of triennial plans and multiannual of SEED. For data analysis proceeded content analysis according to Bardin, of speeches and written accounts of participants and plans examined. We also used the IRAMUTEQ software for analysis of textual data. The results indicated that the SEED plans were not well defined in several of its steps, such as setting specific goals, methodologies for the actions and evaluation systematic. The interview of the coordinator revealed the complex structure of the Secretariat which hinders its contact directly with the schools, with implications for the implementation of the multiannual plan. Of participating teachers, about sixty-eight percent developed activities with the theme environment. On knowledge of the National Curriculum Parameters (PCN) for cross-cutting themes, only 33.3% of teachers reported having, 87% did not know the National Curriculum Guidelines (DCN) for Environmental Education and 88% reported not knowing about the planning and guidance of SEED for environmental education. Teachers perceived relations in the labor with environmental education and quality of life and they indicated the positives impacts of these actions on aspects of quality of life of those involved, such as school cleaning and improved relationship between members of the same. The main difficulty and suggestion mentioned by survey participants were related to the institutionalization of environmental education with the inclusion of theme in the educational curriculum. We conclude that there is an effort by the Environmental Education Coordination of SEED to develop projects, but the strategy for your guidance reach to schools has been failure. Moreover, in schools, the shares still have been accomplished so punctual and isolated facing many difficulties for its concretion. Ignorance of the PCN guidelines, the DCN and the SEED guidelines indicates need for intensification continuing education and greater involvement of the school community in the planning of environmental education.