Educação ambiental no ensino formal: atuação do professor nas escolas municipais de Cruz das Almas-Bahia

Abstract

This research approaches the Environmental Education (EA) in formal education theme: the role of the teacher at public schools in Cruz das Almas – Bahia. It was developed between June and October 2014, aimed to analyze the teaching practices experienced by teachers from municipal schools in Cruz das Almas related to environmental education in disciplines from Basic Education in the final years, taking as references PCN (BRAZIL, 1998) and PNEA (BRAZIL, 1999). The methodology used to analyze the qualitative and quantitative research was a questionnaire applied to teachers who teach from sixth to ninth grade of Elementary Education at three public municipal schools, furthermore, informal interview was conducted with a representative from each school and semi-structured interview with a representative of the County Education Board. As a result of the survey it was noticed that it is a the topic that this is a transversal theme and should be worked interdisciplinary, it is inserted as a discipline in the city, implying that other disciplines do not need to work the subject since there is a specific discipline. Teachers engage in environmental education activities in sporadically and superficially, often restricted to the disciplines of Geography, Sciences, and the discipline itself entitled Environmental Education. The main difficulties faced by teachers relate to motivational issues, lack of incentives and educational materials. In their testimonies, the naturalistic view, followed by the vision of the subject as a discipline and course, were predominant. A contextualized view of environmental education was more present in Biology and Geography teachers, whose formation make them professionals considered more apt to act as environmental educators, since teachers from other disciplines feel very distant from environmental issues. It could also be noticed some fragmentation, lack of knowledge and discussion on Environmental Education. Most teachers are interested in taking Environment Education training course; however which is not offered by the school system and they also questioned the lack of incentives for working the subject in class. Thus, it is necessary to empower teachers with better working conditions, incentives to stimulate the participation in training courses and seminars where teachers from all disciplines, as well as making schools administrators and Education board aware of the official documents ruling the theme both for knowledge and use; plus solid foundation as the Political Pedagogical Project to implement the theme in the schools as a permanent and lasting process; partnership between school and university for achieving further support to project accomplishments; and having environmental educators in schools with the aim of guiding the preparation of projects and interdisciplinary activities serving as parameters for a more consistent practice in the classroom.