Educação ambiental em escola de ensino médio localizada no campo do município de Rio Branco do Sul

Abstract

This study deals with Environmental Education at a High School located in the Rio Branco do Sul Municipality Field and as subjects participating in this research are teachers and students who work in the school located in the field in Rio Branco do Sul. Research, general: to analyze the Environmental Education in the context of Field Education and specific: to know the profile of the teachers who work in the high school of the school located in the field of research; To analyze the pedagogical practice of teachers in the perspective of Environmental Education in a school located in the countryside; To examine the vision of 3rd year high school students about the pedagogical practice in Environmental Education in the context of the investigated school located in the field; And to examine the conception of Environmental Education in the Political Educational Project of this school. The study is justified considering the innovative aspect and the socioenvironmental relevance when investigating the constitution of the environmental education in the education of the field in high school, as well as in consultation with the Bank of Thesis and Dissertations of Capes. As a guiding question of this research, we tried to answer: What are the aspects that constitute Environmental Education in the pedagogical practices of the teachers in a high school located in the field of the municipality of Rio Branco do Sul, Paraná? For this reason, the theoretical basis of the study was considered by Arroyo (2004, 2008), Caldart (2000, 2004), Freire (1995, 2005), Guimarães (1995, 2005, , 2003). In the present study, we present the results of a study conducted in Brazil, Brazil, Brazil, Brazil, Brazil, Brazil and Brazil. Being a qualitative research, it has as instruments of data collection: documentary research, semi-structured interviews with five high school teachers and open questionnaire answered by fifty-six students. The results of this research were: that the pedagogical practices of teachers in environmental education are carried out in an isolated and punctual way, not expressing the reality of the subject living in the field; The teachers in their reports have confirmed that they need specific courses and capacities in environmental education, demonstrating that without adequate training the pedagogical practices in Environmental Education can become insignificant to the students; In the view of 3rd year high school students environmental education is present in the school located in the field, but only some teachers bring the theme into the classroom in their daily pedagogical practice; The PPP evidences environmental education, but does not have the approach that is consistent with the reality of rural education.