Meio ambiente, desenvolvimento e o rural sustentável: concepções no Ensino Fundamental I

Abstract

Environmental Education develops from different theoretical perspectives, orientations and interests, and these need to be explained in order to keep the focus on the solutions demanded by the environmental issue and in the search for a sustainable society. Therefore, it is necessary to understand how the conceptions of Environment, Sustainability and Rural Development of teachers and students present themselves and interfere in the pedagogical practices of Environmental Education developed in the school environment. In this sense, the objective of this work was to identify and analyze the conceptions of Environmental Education, Environment and Sustainable Development present in the Political Pedagogical Project, as well as to analyze the conceptions presented by teachers and students, regarding these themes, and how they are addressed in the school routine. The methodology adopted in this research comprises the documentary analysis, with the Political-Pedagogical Project in force, and data survey carried out through the application of questionnaires to students and teachers, with subsequent statistical and descriptive treatment. The results showed that the Political-Pedagogical project, in force at the time of the research, presented in its concepts of Environment, Sustainability and Sustainable Development, reductionist, anthropocentric and naturalistic concepts, in addition to the fact that the concepts of Sustainability and Sustainable Development highlight the economic pillars and environmental. In the responses presented by teachers and students, it was also possible to identify these characteristics in the conceptions. Regarding the rural theme, the results showed that students have little knowledge regarding the environmental and sustainable issues related to the rural, while the teachers related the sustainability of this to the preservation and conservation of the environment, demonstrating a conception based on nature as a supplier of resources for human use. Regarding the definitions of Environmental Education presented by the teachers, it was identified in the responses of these conceptions strongly linked to traditional currents, focused on naturalistic and preservationist aspects. This fact differs from the definition of Environmental education presented in the Political-Pedagogical Project, which presents a very comprehensive conception, standing out in this, more contemporary trends. It is possible to notice, through the results, some similarities and also divergences regarding the conceptions of Environment, Sustainability, Environmental Education presented by the teachers and students and also by the Political- Pedagogical Project, indicating that despite the great debate on these themes, much still needs to be done. - to be done to move forward, especially with regard to school education, where the Political-Pedagogical Project and teachers must be aligned in the search for quality training, aligned with social and environmental ethics, so that we can, finally, build a future with truly sustainable individuals and society.