A prática pedagógica socioambiental na escola localizada no campo na região metropolitana de Curitiba

Abstract

This work presents as subject the social and environmental educational practices, and as object, the teachers working in a school located in the rural area of Campo Magro, Metropolitan Region of Curitiba. The guiding question this work seeks to answer is - How is constituted the environmental educational practices of teachers from a school located in the countryside? The general objective of this research is to analyze the environmental practice of teachers in the context of rural education. And as specific objectives: to know the profile of teachers who work in a school located in the countryside; characterize the school management from the perspective of environmental educational practice of rural school teachers; characterize the constitution of socioenvironmental educational practices of teachers in these schools and evaluate the limits and possibilities of these practices. This study was conducted in a qualitative approach, and the instruments for data collection included: the documents, class observation and seven interviews conducted by the researcher with teachers of the initial grades of the school, as the research location. For the theoretical references for Environmental Education, this research was based on authors as Jacobi (2005) (2003), Tristão (2004) (2005), Sorrentino (2005) and Loureiro (2007). For the rural education, were considered authors as Arroyo (2004), Caldart (2012), Molina (2012) and Souza (2006) (2009) (2010). The results of this work show that the teachers of the schools are in their majority inhabitants of rural areas e exercise socioenvironmental practices only in isolated and fragmented manner, and also that the Rural Education still a reality to be pursued by the countryside community. The lack of specific training in the area of Environmental Education was one of the main issues pointed by the teachers to the development of socioenvironmental educational practices. It was also identified that the school still seeking practices focused on rural education, and that the education materials used by them is not adequate, since the school uses the same books as urban schools do.