A educação ambiental nas escolas em tempo integral e jornada ampliada: estudo de caso da rede municipal de ensino de Francisco Beltrão – PR

Abstract

The Environmental Education should be understood as a political education that pursuit and prepare the citizens to require ethical in social relations with nature creating possibilities of changing the life quality and bigger awareness about personal conduct. The balance between the mankind and the environment where they live should be interdisciplinary and participatory in a way that to contribute to teaching process getting all the learners through the actions. By these attributes the Environmental Education is required as fundamental part of the Elementary Education applied to the modalities of Full time and Extended Programs. In this search, it is aimed to identify how the Environmental Education is approached in the public elementary schools. For this purpose it was chosen two shools: Recanto Feliz, in urban area, and Epitácio Pessoa, in the countryside area of Francisco Beltrão – PR. Therefore, it was done interviews with pedagogical stuff and applied questions to the teachers from the referred schools through the data collected was possible to understand how the Environmental Education has been worked in this schools. It also observed if Pedagogical Politic Project (PPP) from these schools are included the Environmental Education; if there are a continuous process of studying to teachers approach it in the classes; if the Environmental Education has been effected, as well as what nature and environmental conceptions which are around the teachers practice. By this process it is possible to realize that there are similarities of comprehension by teachers in both schools in terms of Environmental Education and the concepts about nature and environment. While Recanto Feliz school is an institution with extended Program and Epitácio Pessoa is full time school the questions around the knowledge of PPP and pedagogical practices, are similar. Furthermore, it was verified that the comprehension and the practice of Environmental Educational Process are not necessarily connected to a longer time the students spend in the school, but to the profile of the organization and the preparation of pedagogic work, so it requires prioritization of an in the interdisciplinary work