The present work aims to identify the practices and discourses about Environmental
Education as well as to verify the conceptions of the environment present in the Political
Pedagogical Project; analyze the concept of Environmental Education as a cross-cutting
theme in the view of rural school teachers; understand the relationship between content
and contextualization in the student's daily life, establishing links with meaningful
learning in the view of David Paul Ausubel and Paulo Freire; describe which formal
spaces are used by teachers and which methodologies are applied, in addition to
developing a manual of practical activities related to Environmental Education in the
context of a rural school located in the municipality of Wanderlândia, TO. The study was
characterized as a qualitative exploratory research carried out along the lines of a case
study, as a collection instrument the documentary analysis of the PPP was used and a
semi-structured questionnaire was applied to ten teachers assigned to the analyzed
teaching unit; the methodology was based on content analysis. Four distinct
characterizations of the environment were verified in the Political Pedagogical Project,
they are: environment and nature conservation; environment and health; environment and
community and environment and resources; it was found that the teachers of the rural
school still have a traditional and conservationist view on Environmental Education
relating it exclusively to the processes of conservation and nature preservation. That
teachers perceive rural education as a public policy that aims at valuing the rural
environment and uses the contextualization process to insert the syllabus in the reality
experienced by rural people, reflecting on the pedagogical practice of effective learning
meaning, which goes against the theory of meaningful learning advocated by David Paul
Ausubel and characterized by the pedagogy of freedom taking into account the empirical
knowledge experienced by students as a starting point for democratic, effective and
equality learning advocated by Paulo Freire. In this context, teachers of the rural school
believe that transdisciplinary in Environmental Education can be achieved through the
association between the theory of school syllabus and the daily life of rural students,
involving all subjects in a contextualized way through studies and projects educational
pedagogies, with the deficiency of physical and pedagogical structures being the main
obstacles faced for carrying out activities within the scope of Environmental Education
in the reality of the rural school
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