Educação ambiental e educação do campo: o trabalho do coordenador pedagógico em escola pública localizada em área de proteção ambiental

Abstract

The present thesis was developed together with the Postgraduate Program, Master's and Doctoral Degree in Education, in the Research Line: Pedagogical Practices - Articulating Elements of the Tuiuti University of Paraná and has as theme “Environmental Education and Field Education: the work of the Pedagogical Coordinator in Public School located in Environmental Protection Area”. The object of study was the pedagogical work related to Environmental Education, and the research subject, the Pedagogical Coordinator of the municipal schools located in the field, inserted in Environmental Protection Areas (APAs) of Manancial in the Metropolitan Region of Curitiba (MRC). The research problem was stated as follows: taking as reference the theoretical approach between the conception of critical environmental education and the conception of education of the field, which trend of Environmental Education is verified in the work of the pedagogical coordinator of municipal public school, located in Environmental Protection area? Thus, what was investigated was if the pedagogical coordinator, in function of the reality lived in his work in the school, knows, recognizes, appropriates and uses the Environmental Education in its critical perspective, in its day to day in the school with the community School. With regard to the specific objectives, these were listed as follows: locating theoretically the concepts of environmental education and rural education in Brazil; characterize the insertions of Environmental Education in the work of the Pedagogical Coordinator of the schools located in the field, in the APAs of the MRC; to identify the socio-environmental practices carried out by these schools in the perspective of the environmental education policy in the areas of physical space, school management and curricular organization; examine practices of Environmental Education in the schools surveyed, against the pedagogical work developed by the Pedagogical Coordinator, considering the trends of Environmental Education. The thesis initially proposed was that the Environmental Education in the work of the Pedagogical Coordinator of the schools located in the field, in the Environmental Protection Area in the municipalities of Piraquara and São José dos Pinhais distance themselves from critical and emancipatory tendencies. Likewise, there is no articulation between field education and environmental education, in spite of pedagogical discourses and national documents portraying the presence of the critical educational conception, in the two themes - environmental and “field”. The present research was developed through five chapters, in which it was sought to deepen the approach of concepts such as: work, intellectual work, pedagogical work, environment, Environmental Education, Field education, metropolitan area, hydrographic basin, flood protection area, among others, which constituted the necessary framework, together with semi-structured interviews, to answer the research question initially proposed. Thus, with the result of the analyzes, it is affirmed that there is no articulation between the critical trend of environmental education, since this is absent from the work of the Pedagogical Coordinator of the schools located in the field and in APA of nanancial, in this way, the general objective proposed for the present research. In relation to the research question, it is verified that the conservative and pragmatic macro trends prevail when the approach of Environmental Education in the school. This confirms the initially proposed thesis that Environmental Education, in the work of the Pedagogical Coordinator of the schools located in the countryside, in APA in the municipalities of Piraquara and São José dos Pinhais, distances itself from critical and emancipatory tendencies. It is also verified that in the reality investigated, there is no articulation between field education and environmental education, despite pedagogical discourses and national documents portraying the presence of the critical educational conception, in the two themes - environmental and “field