Análise das percepções de educação ambiental por professores de escolas do campo no município de Pérola D'Oeste / PR

Abstract

Environmental Education (EE) is organized as an interactive form of education in order to reach all citizens through a participatory and permanent action that seeks to build a critical awareness about environmental issues. However, is in the individual formation that we find ways to integrate EE by fostering perceptions of identity and belonging, in which the individuals can feel and recognize themselves as members of this space called planet. EE has become increasingly present in teacher education processes as a possibility to interact and integrate problem situations in search of a diagnosis that allows dialogue with possible solutions. The data collection of the present research was based on narratives of experiences and perceptions of eight teachers from the municipal network of two schools in the countryside of Pérola D'Oeste, PR. The aim was to investigate the actions and perspectives of EE that were or are developed in rural schools, in order to build mechanisms of reflection/intervention both personal and collective in the practices of EE. The results of the narratives enabled us to obtain notions of how the actions in EE are being carried out, as well as to involve more contextualized analyzes of perceptions of significant experiences exploring situations that emerged from the own act of to tell something. The approach with the context and with this knowledge area favored the individual, collective and contextualized reflection of the importance of EE practices for the teaching practice in the interdisciplinary development.