Educação Ambiental na Escola Pública: sua contribuição ao processo de construção participativa de uma cultura emancipatória

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The present dissertation is a study about an intervention in Environmental Education (EE), developed between March 2004 and May 2007, in a public school named Escola Classe Céu Azul, in Brasília, Distrito Federal (Federal District, Brazil), which offers 1st to 4th grades. The aim of this research was to analyze the educational intervention process proposed, constructed and developed by the school community, according to the Agenda 21 collective construction precepts and their possible impacts on the Schools Political Pedagogical Project and on the classroom teaching praxis. The study was conducted together with the teachers, the board of directors and other school segment members. The researcher participated as parent and as the president of the School Council as well. The introduction of EE was proposed through collective actions developed with the involvement of the various segments, having as a theoretical basis authors from the Critical EE field. The Agenda was constructed through the use of the Future Workshop technique, divulged by the Ministry of Education. Other activities were also put into practice, namely: lectures, cooperative games, text studies, panel journal, memorial. The discussion was based on the multi-reference perspective, used in the light of the qualitative research theoretical references, action-research, participative-action-research, educational intervention research, and participative research. The instruments used to collect data were questionnaires, interviews, document analysis of the Schools Political Pedagogical Project, and registers which were the result of participative observation, besides the data obtained in the Future Workshop. The results reached indicate that the intervention made the introduction of EE in the Schools Agenda possible, favouring the participation as a potency for action, both individual and collective. These results contribute in the indication of fundamental aspects in the process of EE incorporation in the school routine, subsidizing the production of knowledge, as well as participative methods and techniques. The participation of the school community in organized, dialogical collective actions is therefore defended in order to foster debate and the search for solutions to the contemporary social-environmental issues, either local or global, making the consolidation of ideals for a transformed, environmentally sustainable society possible, starting from within the school.

ASSUNTO(S)

agenda 21 escolar fazer educativo political-pedagogical project participação potência de ação educacao educational practice potency for action educação ambiental crítica critical environmental education schools agenda 21 participation projeto político pedagógico

ACESSO AO ARTIGO

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