Das tensões políticas à prática pedagógica socioambiental : contextos da política estadual de educação ambiental (SE)

• Ano de defesa: 2017
• Autor(a) principal: Nepomuceno, Aline Lima de Oliveira
• Orientador(a): Araújo, Maria Inês Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: Brasil
• Palavras-chave em Português: Educação ambiental; Política ambiental (Sergipe); Prática de ensino; Educação ambiental crítica; Políticas públicas; Prática pedagógica
• Palavras-chave em Inglês: Critical environmental education; Public policy; Pedagogical practice
• Palavras-chave em Espanhol: Práctica pedagógica; Educación ambiental crítica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4603

Policies for the environment and environmental programs related to the transformation of the socio-environmental crisis are increasingly demanding new approaches that integrate a contradictory and inequitable reality that transcend the mere application of available scientific and technological knowledge. Based on these assertions, this research aims to understand the State Policy of Sergipe EA (Law no. 6882/2010), as well as its possibilities of management and insertion in the school daily life of Sergipe school units. Thus, we seek to discuss, minimally, the influence or not of this law in Formal Education, pointing out ways of consolidating EA Crítica and their respective potentialities for the emancipation and transformation of the dominant order, established in the regime of exclusion of social relations and, above all, Relationship between human being and nature. To that end, the conceptions of participation, democracy, citizenship and curriculum, of Law no. 6,882 / 2010, of its managers, AS coordinators and teachers of the state Teaching that acted in socioenvironmental actions in 2016 in their respective schools. As a result, analyzes of State Law No. 6882/2010 were carried out regarding the categories delimited in this study. Next, we apply semi-structured interviews with the main managers of this process of political construction. Subsequently, unstructured interviews were conducted with the EA coordinators of the Regional Education Boards, and finally we held collective interviews with teachers of the State Education Network. Thus, it was possible to investigate the possibilities, limits and challenges of the insertion of EA in the implementation of the law in question. In order to subsidize the analysis of the data produced, it was based on theoretical studies not only in the social-environmental field, but also on public policy, citizenship, participation and curriculum, themes based on the Critical Theory in its historical-dialectical perspective. To analyze the data we use methodological adaptations of the Discursive Textual Analysis in order to perceive conceptions and practices inebriated by ideological visions of the world. In summary, the results of the data produced revealed that there are tendencies for non-schooling of Law no. 6.882 / 10: a) there are inapplicability of some articles of this policy in pedagogical practice, since they do not overcome the difficulties of work and teacher training In EA; B) there is no assurance that the actions of EE in schools will take place through political, democratic and participatory planning; C) there is the reinforcement of the fragmented and conservative socio-environmental educational practice, potentialized in a technical curriculum, based on contents; D) there is still the muffling of the peculiarities of Sergipe public schools, homogenizing their educational practices. Therefore, the intention was the production of a work that advances in the reflections as to which senses and which different political projects are added to the EA in Sergipe. Believing that such advances, in the epistemological, epistemic and political fields will allow to give new meanings to the educational practices of EE.