Sustainable development is imposing itself on the current times as the only way to reverse the serious environmental problems arising in the name of economic growth obtained at any cost. In the face of catastrophic predictions, if the direction of predatory behavior is not changed in relation to nature, environmental issues are treated globally, generating agreements and becoming a guideline for public policies in the various countries. In this context, Environmental Education emerges as one of the strategies for the construction of this new paradigm, which incorporates the social and environmental dimensions as a condition and indicative of development. In Brazil, the defense and preservation of the Environment became a constitutional duty through Article 225 of the Federal Constitution of 1988, later generating the National Environmental Education Policy, established by Federal Law 9.795 / 99. According to the legislation, Environmental Education must be present at all levels and modalities of teaching, and should be part of the curriculum of all disciplines, with an interdisciplinary approach. The purpose of this study was to investigate the distance between the written in the educational legislation about Environmental Education and what is actually contemplated in the curriculum of the Institutions of Elementary School of the State Public School Network in the Municipality of Boa Vista - Roraima, in the period of 2010 to 2016. For this, in addition to bibliographical research, a documentary research was carried out in six schools, focusing on the curriculum practiced, with data analysis within the socio-historical approach, having as historical reference the historical-dialectical materialism. The documentary research in the six schools had as object of investigation the political pedagogical project, course plans of the five disciplines with the highest weekly hours, plans to be developed with federal resources focused on environmental sustainability in schools and interdisciplinary institutional projects with the environment. The study revealed that the curriculum of the schools surveyed does not correspond to the legal guidelines for the development of Environmental Education. It is possible to perceive the distance between the written and the accomplished, with reference to environmental issues being found in only 35% of the teachers' annual plans. In the first chapter we make a history of Environmental Education, which necessarily refers us to the beginning of discussions on sustainability at the global level; In the second chapter, we discuss the public politics focused on the development of Environmental Education in formal education, with respect to legal instruments and national and state guidelines; In the third chapter we present the results and analysis of the data in the scope of the research, revealing the contradictions between the different levels of planning; And finally, in the last chapter, from the final conclusions on the results found, we seek in a broader context the understanding of the apparent "failures" with respect to the development of Environmental Education, based on the dialectic relation of the part with the whole, starting from the assumption that all objectivity has an infinity of determinations.
|
