Práticas curriculares dos professores do ensino fundamental na educação ambiental nas escolas municipais de Manaus

Abstract

The environmental issue is evidenced in scientific, political, social and economic spaces and discusses themes such as climate changes, Amazon preservation, loss of biodiversity, pandemic, transgenic organisms and genetic research, which reveal the relevance of the issue for humanity, as it implies its survival. Due to the role of teachers as trainers of current and future generations and the need to change attitudes towards the environment, this doctoral dissertation aimed to analyze the curricular practices in environmental education of elementary school teachers in the municipal public network of Manaus, Amazonas, Brazil. The theoretical framework was built based on the dialogue with Apple (1989, 2006, 2017), Dias (2017), Freire (1996, 2015, 2017), Gimeno Sacristán (1999, 2000, 2013), Lopes (2008), Loureiro ( 2003, 2019) and Tardif and Lessard (2011). The methodology adopted was qualitative, using various techniques for data production, including semi-structured interviews, documentary research, field diary and observation. This study took place in municipal schools, and the research subjects were elementary school teachers belonging to the effective staff of the Municipal Education Department of Manaus. For data analysis, we opted for the technique of content analysis proposed by Bardin (2016). The results show that the curricular practices reveal the training of teachers, their knowledge built throughout their history, which are expressed in the development of projects and in the inclusion of the environmental theme in school subjects as a cross-cutting theme, in the Pedagogical Master Plan, in dates and significant events, involving the community, establishing partnerships with Non-Governmental Organizations, companies and other public institutions