Educação ambiental em centros de educação integral municipal de ensino fundamental de Curitiba

Abstract

The present work reflects on the pedagogical practices in Environmental Education in the Early Years of the Municipal Integral Education Centers of Elementary Education in Curitiba. The question that guided the research was: What determinations are present in the practice of Environmental Education of the teachers of the Integral Education Centers of the Municipal Elementary School Network in Curitiba? The general objective sought to understand the pedagogical practices of Environmental Education in the Integral Education of elementary school in the city of Curitiba. The specific objectives aimed at: knowing the Environmental Education teachers and the context of the Integral Education Centers of the Municipal Education Network of Curitiba; to identify and characterize the pedagogical practices of Environmental Education teachers from the Integral Education Centers of the Municipal Education Network in Curitiba; to discuss the Environmental Education practices of the Integral Education Centers in view of the current trends and policies of Environmental Education. At first, the theoretical considerations on environmental education and its main authors stand out, such as: Loureiro (2006; 2012; 2019); Carvalho (2013) and Guimarães (1995; 2004), in dialogue with Layrargues; Costa-Lima (2014) and Sauvé (2005a, 2005b). In the second moment, it deals with the main environmental education policies in their federal, state and municipal aspects seen as guiding documents for pedagogical practice and for society. About Integral Education, studies by Parente (2018) and Moll (2012; 2013) were selected. As for the methodology adopted, it is based on qualitative research with data collected in official documents, such as the Political-Pedagogical Project and interviews with four teachers of Environmental Education from the Santa Felicidade region, with the field of research being three Centers for Integral Education and the research context in Curitiba. The interpretative analysis of the data content brings Severino (2016) as a reference, based on the encoding and decoding of the content of the texts. The following were used: cell phone, audio recorder, semi-structured script for the recorded and transcribed interviews. The research results indicate that Environmental Education is included in the municipality's guiding documents, but in the context of a pandemic they were not valued in the face of the priority of other demands; Curriculum, initial and continuing education, physical space, management and the community are determinants that influence the pedagogical practices of Environmental Education teachers. As for the characterization of the pedagogical practices of Environmental Education teachers, traditional education is still the majority, however relevant transformative pedagogical practices were found from generating themes, as well as external recycling projects, watershed research, field classes and projects such as: collection of used batteries and frying oil. The discussion of pedagogical practices in Integral Education Centers in the face of current trends in conservative and critical Environmental Education was found in the school environment and in interviews with the participating teachers.