Educação ambiental na prática docente: desafios da interdisciplinariedade em uma escola de Ensino Médio em Araguaína

Abstract

Environmental education (EE) raises awareness and helps human being to be consciousness about socio-environmental problems, such as water, soil, air and air polluton, also in adittion of floods, fires, correct disposal of solid waste, among others, as well as encouraging students to practice rational use of natural resources so that they are not lacking in the future. This study aimed to describe the challenges experienced by teachers of a high school in Araguaína, TO in teaching EE through an interdisciplinary approach. The research was qualitative-quantitative and descriptive with content analysis based on Bardin (2011) for the study of Political Pedagogical Projects (PPPs) of the last five years. The study presented three stages: 1st stage was the analysis of the PPPs from 2017 to 2021 of State high school Rui Barbosa; in the 2nd stage, a questionnaire was applied to 17 school teachers from all areas of knowledge of this hign school, located at Colégio and in the 3rd stage, the analysis and interpretation of data was carried out, establishing categories that allows to know the teachers' conceptions about the teaching of EE and its interdisciplinarity from the theoretical and methodological foundations and its implications in the teaching practice. The results showed that the research locus institution has in its PPPs of the last 5 years the indication that all teaching activities should be approached through an interdisciplinary perspective, but no theoretical-methodological foundations were found on EE, interdisciplinarity and sustainability in these documents. Among the nine actions present in the PPPs related to EE, the majority (77.78%) correspond to teaching in a non-formal space, they are: Revitalization of the school garden, Interdisciplinary Urban Ecological Trail, Field class with visit to the hydroelectric plant, Field class at the Cimba Urban Ecological Park, class with visit to the Natural Monument of Fossilized Trees of Tocantins, Field class on the banks of the River Lontra, Class with visit to the Sewage Treatment Station. Only two actions (22.22%) present a teaching approach in a formal space, they are: Food week and Rational use of water. It was verified that teachers approach in EE teaching is done in a simplistic and discontinuous way; without did not receiving or seek the continuing education in this area; the main challenges are: lack of time, of didactic and financial resources, lack of training to work with interdisciplinarity and lack of collective planning for the production and implementation of interdisciplinary teaching projects involving all teachers. As for the interdisciplinary practices of EE in teaching, the teachers worked: cleaning the classroom, respect for others, correct use of water, ethics and citizenship, garden at school, greenhouse effect, garbage, fires, historical and geographical aspects of Araguaína, quality of life, solid waste, healthy food and field classes in the city and in other municipalities.