Trajetória histórica da disciplinarização da educação ambiental na rede municipal de ensino de Ilha Solteira, SP
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Data
2018-08-10
Autores
Queiroz, Thayline Vieira
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Universidade Estadual Paulista (Unesp)
Resumo
Apesar de já incorporada pelas políticas públicas desde a década de 1970, a Educação Ambiental ainda sofre muita resistência no contexto escolar, pois se constituiu no Brasil como um espaço complexo de relações e interações sociais que contribuiu para a exposição pública de diversos atores e interesses, com frequentes embates, conflitos e disputas de poder. Nessa perspectiva, o estudo buscou responder as questões de pesquisa propostas com foco nos atores, trajetória e contextos históricos e sociopolíticos envolvidos na elaboração das políticas de projetos que culminou na implementação da Educação Ambiental no município de Ilha Solteira – SP, que iniciou-se a cerca de oito anos. Portanto, objetivou analisar a inserção da EA nas escolas de Ensino Fundamental I no município, por meio de um resgate histórico de sua implementação, buscando compreender o processo de disciplinarização da Educação Ambiental na rede de ensino de Ilha Solteira-SP. A pesquisa se configura em uma abordagem qualitativa, envolvendo um Estudo de Caso. Utilizou-se como fontes de estudo documentos escritos e entrevistas dos atores envolvidos na inserção da Educação Ambiental no município. Com base nos fundamentos teóricos adotados para esta pesquisa, considerando a concepção de Educação Ambiental crítica ao analisar os documentos, e também ao confrontar os discursos da entrevista, os dados evidenciam que, embora a EA tenha sido pensada, em um momento inicial, como uma espécie de enriquecimento curricular nas escolas de Tempo Integral, com o passar do tempo foi dado a ela um formato eminentemente disciplinar, e até mesmo político, afim de assegurar sua permanência nas escolas, por meio de um espaço curricular específico. Assim, até virar uma disciplina não houve uma intenção pedagógica e educacional, há indícios que o espaço permanente seria para manter o selo do Programa Município Verde Azul. Apesar de consolidada, nota-se a ausência de estratégias e planos de ações coletivas junto da comunidade escolar, que possam contribuir com uma rede de saberes necessários para o enfrentamento da complexidade que a Educação Ambiental exige enquanto proposta interdisciplinar.
Although already incorporated by public policies since the 1970s, Environmental Education still suffers a lot of resistance in the school context, since it was constituted in Brazil as a complex space of relations and social interactions that contributed to the public exhibition of various actors and interests, with frequent clashes, conflicts and power dispute. In this perspective, the study sought to answer the proposed research questions with focus on the actors, trajectory and historical and socio-political contexts involved in the design of the project management policy that culminated in the implementation of Environmental Education in the municipality of Ilha Solteira - SP, which began about eight years ago. Therefore, the objective of this study was to analyze the insertion of EA in Elementary School I in the municipality, by means of a historical rescue of its implementation, seeking to understand the process of disciplinary action of Environmental Education in Ilha Solteira-SP teaching network. The research is based in a qualitative approach, involving a Case Study. Written documents and interviews of the actors involved in the insertion of Environmental Education in the municipality were used as study sources. Based on the theoretical foundations adopted for this research, considering the conception of critical Environmental Education when analyzing the documents, and also when confronting the interview discourses, the data show that, although the EA was been thought, in a initial moment, like a a kind of curricular enrichment in the Schools of Integral Time, over time was given an eminently disciplinary, and even political, in order to ensure their permanence in schools, through a specific curricular space. Thus, until becoming a discipline there wasn’t pedagogical and educational intention, there are indications that the permanent space would be to maintain the seal of the Municipality Blue Green Program. Although consolidated, there is a lack of strategies and collective action plans with the school community, which can contribute with a network of knowledge necessary to confront the complexity that Environmental Education requires as an interdisciplinary proposal.
Although already incorporated by public policies since the 1970s, Environmental Education still suffers a lot of resistance in the school context, since it was constituted in Brazil as a complex space of relations and social interactions that contributed to the public exhibition of various actors and interests, with frequent clashes, conflicts and power dispute. In this perspective, the study sought to answer the proposed research questions with focus on the actors, trajectory and historical and socio-political contexts involved in the design of the project management policy that culminated in the implementation of Environmental Education in the municipality of Ilha Solteira - SP, which began about eight years ago. Therefore, the objective of this study was to analyze the insertion of EA in Elementary School I in the municipality, by means of a historical rescue of its implementation, seeking to understand the process of disciplinary action of Environmental Education in Ilha Solteira-SP teaching network. The research is based in a qualitative approach, involving a Case Study. Written documents and interviews of the actors involved in the insertion of Environmental Education in the municipality were used as study sources. Based on the theoretical foundations adopted for this research, considering the conception of critical Environmental Education when analyzing the documents, and also when confronting the interview discourses, the data show that, although the EA was been thought, in a initial moment, like a a kind of curricular enrichment in the Schools of Integral Time, over time was given an eminently disciplinary, and even political, in order to ensure their permanence in schools, through a specific curricular space. Thus, until becoming a discipline there wasn’t pedagogical and educational intention, there are indications that the permanent space would be to maintain the seal of the Municipality Blue Green Program. Although consolidated, there is a lack of strategies and collective action plans with the school community, which can contribute with a network of knowledge necessary to confront the complexity that Environmental Education requires as an interdisciplinary proposal.
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Palavras-chave
Educação ambiental, Ensino fundamental I, Políticas públicas, Environmental education, Elementary school I, Public policy