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- W808150951 abstract "The Environmental Education (EE) is considered a social practice that can contribute to face environmental and social crisis and, according to official recommendations, must be present in formal education curriculum in a continuous, permanent and interdisciplinary way. Moreover, it is necessary for environmental education in school to be practiced in harmony with the reality of their community and related to environmental issues experienced. Although it is possible to observe the expansion and universalization of this type of education in elementary education, studies show that EE practices do not attend the official recommendations. This research aims to analyze how the EE is developed from 6th to 9 grade of elementary school at a country school in Sao Paulo State. Considering the Gimeno (2000) concept of curriculum, we seek to understand how the prescribed curriculum and modeled curriculum by teachers are realized in the curriculum in action, or in school practices. We also tried to check the contribution of these practices to the students formation face the environmental issues. To achieve the proposed objectives we conducted a case study and data collection took place from three research instruments, characteristic of qualitative research: semi-structured interviews conducted with the pedagogical coordinator and teachers of the investigated school; documentary analysis of the Political Pedagogical Project and teachers plans; direct observation of practices developed. The results show that the school investigated has a differentiated pedagogical proposal, in which you can see the concern with the environment, with the construction of the identity of students and the construction of humanizing values. Such issues also permeate some of the plans analyzed and are worked through projects, thematic complexes and the regular disciplines. The EE projects are developed in all school years and, although they are continuous and are tied with the reality of the students, are under the responsibility of only one discipline being developed, most often, as extracurricular activities. As the projects, thematic complexes are worked in certain moments and are not being articulated with specific curricular content. In regular disciplines, this issues are only worked when environmental issues or other themes related to them are present in the educational materials used by teachers. Despite the difficulties faced by teachers to include EE in school practices interdisciplinary and involving the whole community, like the official recommendations prescribe, we can say that practices developed in the country school as a whole, converge to a possible formation of the ethical individual face the environmental issues." @default.
- W808150951 created "2016-06-24" @default.
- W808150951 creator A5013421507 @default.
- W808150951 date "2013-02-26" @default.
- W808150951 modified "2023-09-28" @default.
- W808150951 title "A Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: um estudo sobre as práticas escolares" @default.
- W808150951 hasPublicationYear "2013" @default.
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