Educação ambiental em Salas Verdes no estado de São Paulo
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Data
2021-05-28
Autores
Lopes, Fernanda Nogueira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Projeto Salas Verdes do Ministério do Meio Ambiente (MMA) surgiu em 2002 como uma ação que visa atender à Política Nacional de Educação Ambiental (PNEA). O Projeto tem o objetivo de implementar Centros de Informação e Formação ambiental. Esse estudo apresenta uma análise do Projeto Salas Verdes e sua implementação no estado de São Paulo como uma ação voltada para atender à PNEA, a partir de quatro Salas com instituições gestoras diferentes entre si, e busca também contribuir com dados qualitativos que poderão auxiliar para a avaliação da efetividade do Projeto Salas Verdes no Brasil. Para tanto, inicialmente, elaboramos um mapeamento da distribuição geográfica e da abrangência das Salas Verdes no estado de São Paulo implantadas até 2018, considerando as diferentes instituições gestoras das mesmas. Em seguida realizamos a análise dos Projetos Político Pedagógicos (PPPs) apresentados ao MMA de quatro Salas, cujas instituições gestoras são: ONG, empresa privada, Universidade e prefeitura municipal, buscando identificar as macrotendências político-pedagógicas de Educação Ambiental abordadas por Layrargues e Lima (2014) presentes em cada um dos projetos e as ações propostas. Por último, realizamos entrevistas com a equipe de cada Sala Verde, assim como visitas para observação in loco das atividades desenvolvidas, para que pudéssemos conhecer e entender como se desenvolve o trabalho de EA nas Salas. As análises foram norteadas por 4 categorias aglutinadoras dos objetivos e princípios da PNEA, visando entender quais aspectos foram privilegiados e quais foram negligenciados na implementação de cada Sala Verde. Nos resultados, quanto à distribuição geográfica, identificamos baixa presença de Salas em algumas regiões do estado de SP, o que demonstra a necessidade de maior divulgação do Projeto e incentivo às candidaturas. Quando ao atendimento aos objetivos do Projeto Salas Verdes idealizado pelo MMA, os resultados apontam que o Projeto apresenta algumas fragilidades, indicando a necessidade de reformulações, como, por exemplo, a falta de critérios para aprovação dos PPPs e de verbas para apoiar as Salas; falta de apoio técnico e pedagógico e de oferecimento de processos formativos para as equipes das Salas. Os resultados demonstram também que as Salas estudadas na presente pesquisa apresentam lacunas no atendimento aos princípios e objetivos da PNEA, como por exemplo no âmbito de integração da EA com a ciência e a tecnologia e com uma concepção do meio ambiente em sua totalidade, uma compreensão integrada do meio natural, o socioeconômico e o cultural. Com relação às macrotendências político-pedagógicas de Educação Ambiental, constatamos, nas Salas em que foi possível identificá-las, a predominância da macrotendência Pragmática para a Sala de Rio Claro e a macrotendência Crítica para a Sala de Tupã. Por fim, entendemos que o Projeto Salas Verdes é relevante e, uma vez que sejam feitas adequações por parte do MMA, tem potencial para propagar conhecimentos e ações de EA na perspectiva crítica, transformadora e emancipatória que defendemos.
The Green Rooms Project of the Ministry of the Environment (EM) emerged in 2002 as an action that aims to meet the National Environmental Education Policy (NEEP). The Project aims to implement Environmental Information and Training Centers. This study presents an analysis of the Green Rooms Project and its implementation in the state of São Paulo (SP) as an action aimed at meeting the NEEP, based on four rooms with different management institutions, and also seeks to contribute with qualitative data that can help with the evaluation of the effectiveness of the Green Rooms Project in Brazil. To do so, we initially drew up a mapping of the geographic distribution and scope of the Green Rooms in the state of São Paulo, implemented until 2018, considering the different institutions that manage them. Then, we analyzed the Pedagogical Political Projects (PPPs) presented to the Ministry of the Environment from four rooms, whose managing institutions are: NGO, private company, University and city hall, seeking to identify the macro-political-pedagogical trends in Environmental Education (EE) addressed by Layrargues and Lima (2014) present in each of the projects and the proposed actions. Finally, we conducted interviews with the staff of each Sala Verde, as well as visits for on-site observation of the activities carried out, so that we could get to know and understand how the EE is developed in the Rooms. The analyzes were guided by 4 categories that bring together the objectives and principles of the NEEP, aiming to understand which aspects were privileged and which were neglected in the implementation of each Green Room. In the results, regarding geographic distribution, we identified a low presence of Rooms in some regions of the state of SP, which demonstrates the need for greater dissemination of the Project and encouragement of applications. When meeting the objectives of the Green Rooms Project conceived by the EM, the results show that the Project has some weaknesses, indicating the need for reformulations, such as, for example, the lack of criteria for approval of PPPs and funds to support the Rooms; lack of technical and pedagogical support and lack of training processes for the teams in the Rooms. The results also demonstrate that the rooms studied in this research have gaps in meeting the principles and objectives of the NEEP, such as in the context of integration of EE with science and technology and with a conception of the environment in its entirety, an understanding integrated natural, socioeconomic and cultural environment. Regarding the politicalpedagogical macro-trends in EE, we found, in the rooms where it was possible to identify them, the predominance of the Pragmatic macro-trend for the Rio Claro Room and the Critical macro-trend for the Tupã Room. Finally, we understand that the Green Rooms Project is relevant and, once adjustments are made by the EM, it has the potential to spread knowledge and actions of EE in the critical, transformative and emancipatory perspective that we defend.
The Green Rooms Project of the Ministry of the Environment (EM) emerged in 2002 as an action that aims to meet the National Environmental Education Policy (NEEP). The Project aims to implement Environmental Information and Training Centers. This study presents an analysis of the Green Rooms Project and its implementation in the state of São Paulo (SP) as an action aimed at meeting the NEEP, based on four rooms with different management institutions, and also seeks to contribute with qualitative data that can help with the evaluation of the effectiveness of the Green Rooms Project in Brazil. To do so, we initially drew up a mapping of the geographic distribution and scope of the Green Rooms in the state of São Paulo, implemented until 2018, considering the different institutions that manage them. Then, we analyzed the Pedagogical Political Projects (PPPs) presented to the Ministry of the Environment from four rooms, whose managing institutions are: NGO, private company, University and city hall, seeking to identify the macro-political-pedagogical trends in Environmental Education (EE) addressed by Layrargues and Lima (2014) present in each of the projects and the proposed actions. Finally, we conducted interviews with the staff of each Sala Verde, as well as visits for on-site observation of the activities carried out, so that we could get to know and understand how the EE is developed in the Rooms. The analyzes were guided by 4 categories that bring together the objectives and principles of the NEEP, aiming to understand which aspects were privileged and which were neglected in the implementation of each Green Room. In the results, regarding geographic distribution, we identified a low presence of Rooms in some regions of the state of SP, which demonstrates the need for greater dissemination of the Project and encouragement of applications. When meeting the objectives of the Green Rooms Project conceived by the EM, the results show that the Project has some weaknesses, indicating the need for reformulations, such as, for example, the lack of criteria for approval of PPPs and funds to support the Rooms; lack of technical and pedagogical support and lack of training processes for the teams in the Rooms. The results also demonstrate that the rooms studied in this research have gaps in meeting the principles and objectives of the NEEP, such as in the context of integration of EE with science and technology and with a conception of the environment in its entirety, an understanding integrated natural, socioeconomic and cultural environment. Regarding the politicalpedagogical macro-trends in EE, we found, in the rooms where it was possible to identify them, the predominance of the Pragmatic macro-trend for the Rio Claro Room and the Critical macro-trend for the Tupã Room. Finally, we understand that the Green Rooms Project is relevant and, once adjustments are made by the EM, it has the potential to spread knowledge and actions of EE in the critical, transformative and emancipatory perspective that we defend.
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Palavras-chave
Políticas públicas, Projeto politico pedagogico, Public policies, Political pedagogical project