A educação ambiental na escola: concepções de professores de geografia da rede municipal de Sabará- MG

Abstract

The socio-environmental crisis experienced at present, derived from a social organization established in industrialism and productivism, is recognized and discussed by most of the world population. In view of this, the implementation of Environmental Education in the school space emerges as a significant proposal to face the environmental problem, in order to promote citizenship and socio-environmental awareness by means of pedagogical processes. The pertinent literature suggests that Environmental Education practices are predominantly carried out in accordance with conservationist and / or pragmatic views. Based on the conviction that the teaching of Geography enables Environmental Education pedagogical practices beyond a conservative and reductionist perspective, this study sought to understand the conceptions of those practices by teachers of Geography, with the conservationist, pragmatic and critical macrotrends of Environmental Education as a subsidy for analysis. To this end, we established as an investigative basis the analysis of pedagogical practices of three Geography teachers, who work in Elementary School II of the municipal network of Sabará, in the State of Minas Gerais, inserted in Environmental Education projects in partnership with the institutions ArcelorMittal and Museu do Ouro. The study adopted theoretical references that deal with the knowledge of the Geography content, as well as different approaches of Environmental Education and its insertion in the school space. The research is in the scope of qualitative studies. To achieve the objectives, we conducted semi-structured and projective interviews as investigative instruments. The investigation and analysis of the proposals for Environmental Education projects of the ArcelorMittal and Museu do Ouro institutions as well as the investigation of the projects developed by the teachers were also research tools. In each investigative process we aimed to identify the predominant conceptions of Environmental Education under the guidance of the “content analysis” developed by Bardin (1977).