Educação ambiental na Escola Municipal Professora Neilde Pimentel Santos - Itabaiana/SE

• Ano de defesa: 2014
• Autor(a) principal: Santos, Isabel Santana
• Orientador(a): Araujo, Maria Inêz Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação ambiental; Prática de ensino; Escolas públicas de Aracaju (SE); Práticas Pedagógicas; Interdisciplinaridade; Transversalidade; Diretrizes Curriculares Nacionais; Escola Municipal Profa. Neilde Pimentel Santos
• Palavras-chave em Inglês: Curriculum evaluation; Environmental education; Public schools; Student teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4818

Studies on the pedagogical practices of teachers from secondary schools in different areas of knowledge are still viewed by many authors as incipient . The school environment is a space for the development of environmental education , but for that to happen it is necessary , by the faculty , the transformation of old practices , traditional spoken by formative spaces . Thus , this thesis aims to understand how environmental education is present in pedagogical practices developed in Elementary Education from City College Prof. . Neilde Pimentel Santos . The research is qualitative in nature . The Pedagogical Political School Project , the National Curriculum Guidelines and Lesson Plans for Teachers : To collect data documents dealing with the insertion of environmental education in elementary school they were analyzed. Then the questionnaire was used with teachers and coordinators of the School in order to examine how the infrastructure offered by the institution contributes to the development of a proposal for Environmental Education . The data showed that the lesson plans addressing the environmental issues happens occasionally , usually associated with holidays . In addition , environmental issues are restricted to the thematic areas of related knowledge , such as science and geography . Thus , we can conclude that the pedagogical practices of this school are dissonant tenders in official documents dealing with environmental education , which require cross-cutting approach to this subject in order to integrate knowledge from various areas.