Políticas públicas de educação ambiental: as escolas de ensino fundamental I do município de Rio Claro – SP como espaço de mediação
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Data
2016-09-02
Autores
Arnaldo, Maria Aparecida [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa se refere a uma investigação realizada em 07 (sete) escolas que atendem o Ensino Fundamental I na Rede Pública Municipal de Ensino Rio Claro – SP, com o objetivo de analisar a escola como espaço de mediação das políticas públicas de educação ambiental e os processos pelos quais essa mediação ocorre. Compreendemos que, nos processos que se desenvolvem durante o trabalho educativo, relacionados à temática ambiental e questões socioambientais, ideias e ações são mediadas na prática pedagógica e na prática social, por meio da socialização de conhecimentos que promovam a reflexão de ações e que orientem novas reflexões e novas ações. Com isso, a educação ambiental, assim como a educação, pode ser mediadora de ideias e de ações executadas na prática social, enfocando conhecimentos e questões que se relacionam à temática ambiental e aos problemas socioambientais. Para a realização desta pesquisa, optamos por uma abordagem qualitativa e para a coleta de dados recorremos a questionários, entrevistas, observações, análises de documentos e, sempre que possível, fizemos uso da triangulação dos dados obtidos. Nos resultados, observamos que as escolas investigadas ao: procurar maneiras de integrar a comunidade utilizando a temática ambiental, considerar os alunos como multiplicadores dos conhecimentos sobre as questões ambientais, envolver a transversalidade, a interdisciplinaridade e o trabalho com projetos no desenvolvimento da educação ambiental e, compreender a educação ambiental como possibilidade de conscientização dos sujeitos sobre questões ambientais, desenvolvem processos em que as mediações de políticas públicas de educação ambiental são manifestadas. Notamos que estes processos apresentam, no seu desenvolvimento, algumas das indicações contidas em políticas públicas de educação ambiental e envolvem ações realizadas pelas escolas para trabalhar com as questões ambientais. Essas ações incluem: a elaboração de planos e projetos escolares, eventos, passeios, campanhas e arrecadações de materiais recicláveis. Além disso, constatamos que esses processos e procedimentos que ocorrem nas escolas são permeados, predominantemente, por uma concepção pragmática da educação ambiental, isto é, estão voltados para a mudança de comportamento, para a reciclagem e para a responsabilização individual, deixando, muitas vezes de problematizar as questões ambientais, de associar suas causas às questões sociais e de vislumbrar transformações nas estruturas da sociedade, necessárias para o enfrentamento dos problemas sociais e ambientais.
This research refers to an investigation conducted in seven (07) schools that serve the elementary school in the public network of Education of the Municipality Rio Claro - SP, with the objective of analyzing the school as a space for mediation in public policies for environmental education and the processes by which this mediation occurs. We understand that, in the processes that develop during the educational work related to environmental issues and environmental issues, ideas and actions are mediated in pedagogical practice and social practice, by means of the socialization of knowledge that promote reflection of actions and to guide new reflections and new shares. Thus, environmental education, such as education, mediation can be of ideas and actions performed in social practice, focusing on knowledge and issues that relate to environmental issues and social and environmental problems. To do this research, we chose a qualitative approach and to data collection, we used questionnaires, interviews, observations, document analysis and, where possible, we used the triangulation of data obtained. In the results, we found that schools investigated to: look for ways to integrate the community using environmental issues to consider students as multipliers of knowledge on environmental issues, involve transversal, interdisciplinary and project work in the development of environmental education and understand environmental education as a possibility of awareness of individuals about environmental issues, develop processes where the mediations of public environmental education policies manifest themselves. We note that these processes present, in their development, some of the information contained in public policies for environmental education and involve actions taken by schools to work with environmental issues. These actions include: the preparation of plans and projects of schools, events, tours, campaigns and collections of recyclable materials. In addition, we found that these processes and procedures that take place in schools are permeated predominantly a pragmatic conception of environmental education, that is, are directed to the change in behavior, for recycling and for individual accountability, leaving, often, to discuss environmental issues, to associate their causes to social issues and to envision changes in the structures of society, necessary to face the social and environmental problems.
This research refers to an investigation conducted in seven (07) schools that serve the elementary school in the public network of Education of the Municipality Rio Claro - SP, with the objective of analyzing the school as a space for mediation in public policies for environmental education and the processes by which this mediation occurs. We understand that, in the processes that develop during the educational work related to environmental issues and environmental issues, ideas and actions are mediated in pedagogical practice and social practice, by means of the socialization of knowledge that promote reflection of actions and to guide new reflections and new shares. Thus, environmental education, such as education, mediation can be of ideas and actions performed in social practice, focusing on knowledge and issues that relate to environmental issues and social and environmental problems. To do this research, we chose a qualitative approach and to data collection, we used questionnaires, interviews, observations, document analysis and, where possible, we used the triangulation of data obtained. In the results, we found that schools investigated to: look for ways to integrate the community using environmental issues to consider students as multipliers of knowledge on environmental issues, involve transversal, interdisciplinary and project work in the development of environmental education and understand environmental education as a possibility of awareness of individuals about environmental issues, develop processes where the mediations of public environmental education policies manifest themselves. We note that these processes present, in their development, some of the information contained in public policies for environmental education and involve actions taken by schools to work with environmental issues. These actions include: the preparation of plans and projects of schools, events, tours, campaigns and collections of recyclable materials. In addition, we found that these processes and procedures that take place in schools are permeated predominantly a pragmatic conception of environmental education, that is, are directed to the change in behavior, for recycling and for individual accountability, leaving, often, to discuss environmental issues, to associate their causes to social issues and to envision changes in the structures of society, necessary to face the social and environmental problems.
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Palavras-chave
Educação ambiental, Políticas públicas, Mediação, Escola, Environmental education, Public policy, Mediation, School