Educação ambiental em escola de tempo integral do município de Campo Grande - MS: plano de ação para consolidação de novos espaços educadores sustentáveis

Abstract

Environmental Education (EA) focuses on changes in people's attitudes, in order to act individually or collectively in the conservation of the environment and in the search for solutions to the environmental problems prevailing in the contemporary world. One of the recurrent environmental problems is the destruction of green areas, and the lack of ground cover can negatively impact the environment. These problems influence the educational work in school spaces, which face the lack of rational reuse / exploitation of natural resources, the absence of green space and / or the lack of care for the environment. In this sense, it is necessary to invest in the integral formation of students, establishing values and attitudes that will surely contribute to a more sustainable world. The objective of this research was to promote the reformulation of the action plan of the teachers of the early years of elementary school of a full time school, of the municipal network of Campo Grande-MS, aiming at the consolidation of the Environmental Education, transforming the free areas of the School in sustainable educative spaces. With the specific objectives, we sought to: i) collect information about the teachers' environmental education and practice; ii) analyze the reality of the region where the school is located and the environmental actions carried out; (iii) promote dialogue on new social and environmental perspectives and existing problems; iv) provide group engagement dynamics for the selection of environmental action priorities. The methodology used was based on a qualitative, exploratory approach, conceived by Chizzotti (2010). As a data collection instrument, a questionnaire was applied to thirty teachers, meetings and reflection workshops were held at the full-time school premises. The diagnosis initially revealed the profile of the teaching staff, consisting of the majority of professionals with up to 10 years of experience, trained in Pedagogy and lato sensu graduate. It also revealed that the neighborhood where the school is located does not have adequate afforestation and the school space has large free areas and a green area mainly used for recreational activities. The participating teachers demonstrated, through drawings on the school floor plan, the actions they wanted to implement in each portion of the free space of the school space, expressing interest in expanding the green areas. From the analysis of the priorities of actions proposed by the teachers, the school's environmental action plan was redrafted as a way to contribute to the implementation and consolidation of Environmental Education. The results indicated that the dialogue of knowledge between the different subjects makes it possible to produce new knowledge that will contribute to Environmental Education (EE). However, the need for continuing education of teachers on interdisciplinarity and integrative practices of the curriculum was evidenced, based on the conceptions of Integral Education. It should also be noted that, in addition to the revitalization of green areas, it is necessary that the applied scientific knowledge be multiplier and reach the school community as a whole, for the strengthening of Environmental Education, constituting sustainable educative spaces.