Educação ambiental: concepções e práticas ambientais no Ensino Fundamental no município de Lábrea - AM

Abstract

In a world ravaged by the environmental crisis, Environmental Education (EE) emerges as a beacon of hope. The aim of this research was to understand how teachers in Elementary School I develop EE at the Municipal School Coronel Labre, located in the rural area of the municipality of Lábrea/Amazonas state (Brazil). The study sought to investigate the following issue: How are Environmental Education practices developed in accordance with the legal and curricular guidelines for Elementary School I at the Municipal School Coronel Labre, located in the rural area of the municipality of Lábrea/Amazonas? This research had a qualitative nature, and the data were analyzed through Content Analysis, as proposed by Bardin (2016). Therefore, a theoretical framework was sought on the historical context and educational scenario; teacher training and the importance of Environmental Education in schools; Environmental Education and interdisciplinarity; and the role of the BNCC (National Common Curricular Base) in promoting Environmental Education. For this purpose, three Elementary School I teachers participated in the research, two of whom were active in 2024 and had degrees in Pedagogy, and one who taught the same class in the previous year (2023), with a degree in Physical Education. From this perspective, the research sought to understand the teachers' knowledge about environmental issues, their professional training, and teaching practices. The data analysis revealed that the teachers tend to approach the environment in a naturalistic way, emphasizing the relationship between humans and nature and the importance of preserving natural resources. The results, through the analysis of teaching plans, showed that Environmental Education (EE) is addressed in a superficial and fragmented manner across different subjects, highlighting the need for a deeper integration of the theme into the school curriculum. This situation can be explained by the lack of specific training for teachers, the overload of work, and the absence of public policies that promote EE in schools. In the document analysis, the absence of a Pedagogical Project (PP) at the school was highlighted, revealing a flaw in the institution's structure. The PP is essential for defining the school's identity and objectives, in addition to guiding the development of pedagogical projects and activities. The research showed that the curriculum at the analyzed rural school faces difficulties in implementing the transversal teaching of EE as proposed by environmental legislative documents, with minimal dialogue between subjects and this theme. The interviewed teachers emphasized the serious gap caused by the lack of appropriate teaching materials for the implementation of Environmental Education (EE). We believe that studying environmental concepts and practices has the potential to bring about a profound transformation in the school community, raising awareness among teachers, students, and other members about the importance of environmental practices.