Integração da disciplina de educação ambiental no segundo ciclo do ensino primário

Abstract

This study is dedicated to analyzing the integration of the Environmental Education (EE) discipline in the second cycle of primary education in Mozambique, considering the challenges of the cross-curricular approach adopted since 1997. The central problem lies in the lack of effectiveness of cross-curricularity, reflected in insufficient pedagogical practices and the absence of behavioral change among students. A qualitative, exploratory approach was used, with semi-structured interviews and document analysis, involving teachers, curriculum planning technicians from INDE, environmental organizations, recent graduates, and lecturers from the Bachelor's Degree in Environmental Education. The collected data were analyzed according to Bardin's (2016) content analysis proposals; the results indicate consensus on the relevance of EE from childhood, valuing its role in the formation of conscious citizens. Factors favorable to the integration of Environmental Education as a subject were identified, namely: the flexibility of children and the presence of environmental content in the curriculum. Limitations were also identified, such as curricular overload, lack of specialized teachers, and a shortage of teaching resources. It was concluded that the integration of Environmental Education as a subject requires investment in teacher training, the production of teaching materials, and coordination between schools, government, and civil society.(TRADUÇAO NOSSA)