The National Environmental Education Policy (PNEA) (Law 9795/99) brings as one of its basic
principles Environmental Education through a pluralism of pedagogical ideas in the perspective
of inter, and transdisciplinarity. In this sense, we propose to develop a research on the teaching
and practice of Environmental Education, from the study at the Federal Institute of Tocantins
(IFTO) in the city of Porto Nacional - TO, presenting the reflections and challenges for insertion
of Environmental Education in courses. Thus, the questions for the research are: How does the
environmental education in the higher education courses in the IFTO-Campus Porto Nacional?
How do teachers perceive and effectively develop environmental education? How does the
environment and society relate to Environmental Education related subjects in the higher
education courses at IFTO-Campus Porto Nacional? Thus, the general objective of this work is
to analyze the teaching and practice of environmental education in higher education courses
from the IFTO-Campus Porto Nacional. And as specific objectives: To understand the teaching
and practice of Environmental education in Higher Education Institutions (HEIs). To present
the relation environment and society in the perspective of a critical environmental education in
HEIs. To verify the importance of the Environmental Education in the training of the academics
of the superior courses in the IFTO Campus Porto Nacional - TO. To point out the difficulties,
facilities and possibilities that IFTO teachers find for an environmental education project. The
present work has a qualitative quantity character with an exploratory approach, which is divided
in stages, being: document analysis, bibliographic research, observation in classrooms,
preparation of interview script with closed and open questions, interview performance, analysis
of the data, and the last step is the presentation of the survey. The disciplinary character of
formal education makes it difficult for the student to learn, does not stimulate problem solving,
and does not establish connections between facts. Therefore, when thinking about
environmental education, it comes through an interdisciplinary action. Certainly, this
recognition of EA in vocational training can be considered an advance for higher education,
since the student is able to better understand environmental issues in this relation: man and
society, thus contributing to a more reflexive and comprehensive professional practice with
environmental issues in their entirety.
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