Análise das abordagens de educação ambiental usadas pelos professores da Escola Primária Completa Unidade T-3

Abstract

The study evaluated the AE approaches used by EPC-T3 teachers in the context of teaching-learning process where the study problem focused on realizing that approaches teachers use to address environmental issues. A study was carried out qualitative, descriptive nature that allowed to identify and describe the EE approaches through words, feelings and social values. To carry out the study, we used interview and non-participant observation based on a convenience sampling, because, individuals who were available to provide data on EE approaches during the teaching and learning process at EPC-T3. Were seven EPC-T3 professors were interviewed and six classes were distributed in three subjects, Natural Sciences (CN), Social Sciences (CS) and Moral and Civic (MC). Obtained as a result of the study that during the treatment of environmental themes, teachers resort to some EE approaches namely: naturalist, recursionist, humanist, moral / ethics, praxis, social criticism, holistic and sustainability, with the naturalist and recursion being the most used. It was also observed the development of some AE activities such as recycling paper for the production of coal, production of clay utensils (Vases), replanting of the surrounding grass from school. It was observed that some teachers deal with environmental issues in a timely manner, in specific thematic units, and others integrate aspects of the environment in all thematic units, a fact that arouses the need to place even greater emphasis on approaches to EA in classes. With the study, it is concluded that the EPC-T3 in the treatment of environmental themes is is based on some approaches to EE in the literature: naturalist, recursionist, humanist, moral / ethics, praxis, social criticism, holistic and sustainability. Regarding the integration of approaches to AE in the classroom, the teachers were divided, some developed them integrated with other themes included in the curricular program, but the others develop them in a specific form. In this work, recommendations are made for teachers and for the direction of EPC-T3.