This research presents itself as a qualitative one, which aimed to understand under what
theoretical-methodological terms Environmental Education is inserted in the teaching practice
of science teachers who work in higher elementary education in a public school in the
municipal network of Paragominas. The case study (unique and holistic) was used as a
research strategy. This is a research in which data triangulation was based on three sources of
evidence: from semi-structured interviews with teachers, from document analysis of the
Political Pedagogical Project of the Anésia da Costa Chaves school, as well as from the
analysis of the Project Public Green Municipalities with regard to Environmental Education.
Data were transcribed and analyzed using Bardin's Content Analysis (2011), in the light of the
theoretical framework of currents in Environmental Education by Lucie Sauvé (2005). Four
science teachers actively participated in the study. In this movement of analysis, two
categories emerged: The look of science teachers on Environmental Education, and The
Relation of Anésia school with Environmental Education, which present the results of the
meanings attributed to Environmental Education and the different theoretical-methodological
perspectives emerging in the dialogues , likewise, brings an understanding of how the school
defines and inserts Environmental Education in its different curricular components. From
these data obtained, it was observed that the different trainers claim to work with
Environmental Education and that the resolutive current is predominant in the way they
conceive and practice Environmental Education in this school. Thus, it is notorious that even
with educational advances in the municipality of Paragominas, actions are needed that escape
the critical educational perspective, which questions the socio-environmental practices and
problematize the discourses that underlie these actions, in order to encourage autonomous
thoughts in students.
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