A educação ambiental na compreensão dos professores do ensino fundamental I, de Pranchita - PR

Abstract

The present research was developed during the Course Conclusion Work, and emerges from the concern of knowing Environmental Education in the understanding of Primary School Teachers (EF) I, in the municipality of Pranchita. The human being, an integral part of the environment, must establish a harmonious relationship with the environment in which he lives, providing positive results for both. In this sense, Environmental Education (EE) is necessary, to be able to promote significant changes of attitudes towards the environment in which we are inserted, changes made by human beings themselves, and that can be taught and learned within the school space. In this way, we raise the problem of how EA is being approached in the EF I, in the perception that it must be an integral part of the formation of socially critical individuals, conscious and sensitized for the establishment of a balanced relationship between man and nature. Based on this problem, the objective was to know the teachers' understandings and practices about EE in EF I, in Pranchita-PR. From this perspective, qualitative and quantitative research is characterized. Two schools were visited previously (one field school and the other in the urban zone) in which the regent and science teachers were invited to participate. The participation of 13 teachers (11: urban area, 2: rural area). Afterwards, the interviews (composed of 18 questions aimed at basic teacher identification and knowledge about the environment and AE) were marked and carried out as the teachers were willing to collaborate. Afterwards, the collected data were transcribed and analyzed based on the Discursive Textual Analysis (ATD) (MORAES, 2003), involving three steps: unitarization, categorization and communication. As a result, it was understood that most confuse the concept of EE, at the same time as it assumes support and approach in the classroom, especially in everyday school situations. In addition, they highlight their importance and need for EF I, often portraying that they do not feel able to address this issue, and that it would require someone trained in the area to teach AS. In this sense, it is concluded that there are still many difficulties encountered by the school in tackling AD, but that even so, teachers persist and within their possibilities carry out this work. Thus they take on the incessant attempt to train thinking and active citizens, seeking to change the calamitous situation in which the planet Earth lives, directing the students to be transformers of this reality that we live and we are responsible.