Educação ambiental e educação integral: componentes de um currículo comprometido com a formação humana emancipatória

Abstract

Promoting qualified education presupposes the recognition of social and cultural values of the involved agents in this process. Thus, based on knowledge that proposes a reflection about the world and considering time dynamicity, it is necessary to establish a dialogic relation between the scholar space and the non-scholar space. This way, it is believed that the emancipating principles, present in the studies of integral and environmental education, can contribute, during children and young students´ scholar education, so that their participation in society takes place in a more human and sharing way, as well as compromised with life conservation. Therefore, it is intended to analyze how these areas are related in order to develop a curriculum which is compromised with human emancipatory education. It is a qualitative research based on Cavaliere (2009), Coelho (2009), Gadotti (2006, 2008 and 2009), Moll (2012), Barcelos (2010), Silva (2009), Reigota (1999), Lazzi (2014) and Loureiro (2009). During literature review, it was found that to understand these issues, it was necessary to recognize the current legislation of both educational proposals, the integral and the environmental one. Thus, it was possible to establish a direct relation between educational and ethical knowledge, getting to know the educational opportunities and school timing. In conclusion, it can be observed that the inclusion of environmental education, in schools that have assumed an attitude of integral education, will constitute an emancipatory curriculum, since it will recognize the opportunity of building knowledge in education, and this, in fact, will assure life in society and contribute with the individual to establish their relations with the world.