A Educação ambiental no ensino fundamental II: uma análise em três escolas públicas do município de Batatais/SP
Data
2019-08-22
Autores
Silva Junior, Adolfo Domingos da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa teve como objetivo analisar o que tem sido realizado em termos de Educação Ambiental (EA) em duas escolas públicas estaduais (uma delas de período integral) e uma da rede municipal, todas do ensino fundamental II do município de Batatais/SP, limitando o intervalo de estudo aos anos de 2017 e 2018. Quanto à abordagem, trata-se de pesquisa qualitativa, referente à perseguição dos objetivos, utilizou-se da pesquisa descritiva e quanto aos procedimentos a pesquisa documental e bibliográfica. O Meio Ambiente foi eleito pela Constituição Federal como direito de todos os cidadãos, a qual também incumbiu à coletividade e ao Poder Público o dever de defendê-lo e preservá-lo para as presentes e futuras gerações, certo que para assegurar a efetividade desse direito o Poder Público deverá promover a EA em todos os níveis de ensino e a conscientização pública para a preservação do meio ambiente. A Lei n. 9.795/99, que instituiu a Política Nacional de Educação Ambiental (PNEA) preconizou que nas escolas a EA deve ser promovida de maneira integrada ao programa educacional, como prática contínua e permanente, observando o enfoque humanista, holístico, democrático e participativo. Os documentos compilados, entre eles os planos de gestão e os projetos político-pedagógicos, foram analisados à luz das políticas públicas de Educação Ambiental, nos Parâmetros Curriculares Nacionais (PCNs), nas Diretrizes Curriculares Nacionais para a Educação Ambiental (DCNEA) e demais legislações correlatas, e bem assim da literatura especializada e de estudos semelhantes realizados em outros estabelecimentos de idêntico ciclo. Percebeu-se nas duas escolas de ensino regular investigadas que persiste somente a difusão para a percepção por parte dos alunos sobre a crise socioambiental, desconectada da realidade local, carecendo de projetos e ações práticas voltadas à interdisciplinaridade e à transversalidade exigidas na política pública. Ao contrário, na escola estadual de ensino integral a EA tem envolvido toda a comunidade escolar, sendo trabalhada na forma preconizada na PNEA através de projetos idealizados pelos alunos durante as disciplinas eletivas, o que propicia ao corpo discente, cidadão em desenvolvimento, uma formação crítica e transformadora da sua relação com o Meio Ambiente, inclusive atentando-se para as questões ambientais locais. Como proposta de intervenção sugere-se o aumento da abrangência do termo de colaboração existente entre a Municipalidade e Programa BATEA voltado para a EA dos alunos e a formação continuada de professores, bem como a celebração de convênio entre este programa e o Estado de São Paulo, tendo como finalidade a formação continuada dos docentes correlacionando às atividades sugeridas nos materiais didáticos adaptados à realidade local.
The aim of this research was to analyze what has been accomplished in terms of Environmental Education (EE) in two public state schools (one of them full time), and one municipal school, all of them are middle schools from the city of Batatais/SP/Brazil, limiting the study time interval from 2017 to 2018. Regarding the methodological approach, it is considered a qualitative research. In order to reach the objectives, the descriptive research was used, and in relation to the procedures, the documentary research was used. The environment was elected by the Federal Constitution as a right of every citizen, which had also delegated the collectivity and the Public Power with the duty of defending and preserving it for the present and future generations, in order to assure the effectiveness of this right, the Public Power must promote the EE in all levels of education and public awareness to the preservation of the environment. The Law 9.795/99 which has established the National Environmental Education Policy (NEEP) recommended that the EE should be promoted at schools in an integrated manner with educational program as a continuous and permanent practice, observing the humanist, holistic, democratic and participatory approach. The compiled documents, including the management plans and political pedagogical projects, were analyzed according to public policies of the Environmental Education, on the National Curricular Parameters (NCP), the National Curricular Guidelines to the Environmental Education (NCGEE) and other related legislations, and the specialized literature and similar studies done in other establishments of the same cycle. It was noted on both regular schools that were studied that only the diffusion persists to the perception by part of the students about the socioenvironmental crisis, disconnected from the local reality, in need of practical projects and actions focused on the interdisciplinarity and transversality demanded on the public politics. On the other hand, on the full time state school, the EE has involved the whole school community and its being worked as recommended on NEEP through projects done by students during the elective subjects, what provides the student body, citizen in development, a critical and transforming formation of his/her relationship with the environment, including focusing on local environment issues. As an interventional proposal, it is suggested the increase of the scope of the existing collaboration between the Municipality and the BATEA Program focused on the EE of the students and the teachers’ continued education, as well as the celebration of the agreement between this program and the State of São Paulo with the purpose of the teachers’ continued education correlating the suggested activities on teaching materials adapted to the local reality.
The aim of this research was to analyze what has been accomplished in terms of Environmental Education (EE) in two public state schools (one of them full time), and one municipal school, all of them are middle schools from the city of Batatais/SP/Brazil, limiting the study time interval from 2017 to 2018. Regarding the methodological approach, it is considered a qualitative research. In order to reach the objectives, the descriptive research was used, and in relation to the procedures, the documentary research was used. The environment was elected by the Federal Constitution as a right of every citizen, which had also delegated the collectivity and the Public Power with the duty of defending and preserving it for the present and future generations, in order to assure the effectiveness of this right, the Public Power must promote the EE in all levels of education and public awareness to the preservation of the environment. The Law 9.795/99 which has established the National Environmental Education Policy (NEEP) recommended that the EE should be promoted at schools in an integrated manner with educational program as a continuous and permanent practice, observing the humanist, holistic, democratic and participatory approach. The compiled documents, including the management plans and political pedagogical projects, were analyzed according to public policies of the Environmental Education, on the National Curricular Parameters (NCP), the National Curricular Guidelines to the Environmental Education (NCGEE) and other related legislations, and the specialized literature and similar studies done in other establishments of the same cycle. It was noted on both regular schools that were studied that only the diffusion persists to the perception by part of the students about the socioenvironmental crisis, disconnected from the local reality, in need of practical projects and actions focused on the interdisciplinarity and transversality demanded on the public politics. On the other hand, on the full time state school, the EE has involved the whole school community and its being worked as recommended on NEEP through projects done by students during the elective subjects, what provides the student body, citizen in development, a critical and transforming formation of his/her relationship with the environment, including focusing on local environment issues. As an interventional proposal, it is suggested the increase of the scope of the existing collaboration between the Municipality and the BATEA Program focused on the EE of the students and the teachers’ continued education, as well as the celebration of the agreement between this program and the State of São Paulo with the purpose of the teachers’ continued education correlating the suggested activities on teaching materials adapted to the local reality.
Descrição
Palavras-chave
Educação ambiental, Escolas públicas, Ensino fundamental II de Batatais/SP, Meio ambiente, Políticas públicas, Environmental education, Public schools, Midde school from Batatais/SP, Environment, Public policies