The research focused on the National Sustainable Schools Program (PNES), the
understanding of the multiple facets of Environmental Education (EA) in Basic Education
and the challenges of its strengthening as a transformative EA. The PNES program, as a
result of the advances of the public policies for Environmental Education based on
conceptions, principles and directives of the EA broadly referenced by the Brazilian
legislation, is analyzed in its transforming potential in the researched schools. The research
was conducted in 8 schools that implemented the PNES in the Regional Board of
Education of Tocantins - To. And the general objective was: To understand Environmental
Education as a public policy in the formal education of Tocantins, this being the general
objective. Specific objectives include: Understanding how the National Sustainable
Schools Program was implemented and carried out in the school community of the
Regional Education Board of Colinas do Tocantins; Discuss the relationship between
curriculum, democratic management and physical space within the scope of the National
Sustainable Schools Program - PNES; To verify if the transformations in the educational
space with a sustainable purpose are object of study in the school curriculum; Qualify how
the schools, which implemented the PNES, contribute to a learning based on socioenvironmental
sustainability and ethics of care and understand how the context of the place
is involved in the educational processes of the National Sustainable Schools Program
(PNES). In the work developed the practices that involve Environmental Education in the
educational spaces are analyzed within the scope of the National Sustainable Schools
Program - PNES reflected on the sustainability, the relation with the place and the Ethics
of Care, having as reference, in Tocantins, the implantation of the PNES in the eight state
schools that are located in the municipalities administered by the Regional Board of
Education of Colinas do Tocantins-TO. Through a qualitative dialectic analysis, the
relationship between curriculum, management and physical space as an indivisible whole
was analyzed according to what the PNES proposes in the context of the place, considering
the geographic aspects (vegetation, climate, socioeconomic conditions, environment, etc.),
the reality, and the relationship with the community community. The research collected the
data in the schools through unsystematic observation, semi-structured interviews,
photographic record and documentary analysis considering the information of the
coordination of projects of the Regional Teaching-DRE Board of Colinas do Tocantins and
the state coordination of SEDUC-TO's EA. It was verified that eight schools in this
administrative area of the DRE of Colinas do Tocantins-TO implemented the PNES linked
to the PDDE Sustainable Schools through sporadic actions of AS according to the routine
of each school and the knowledge about the guidelines of the program and its transforming
potential . The fragility of PNES in schools was considered in view of the sustainability of
the place, environmental rationality and the Ethics of Care, according to Leonardo Boff, in
the ambit of public policies in EE in Brazil.
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