O lugar da educação ambiental no currículo do ensino médio pós-reforma 2016, de acordo com a concepção e participação dos professores de biologia

Abstract

The search for understanding about the place of Environmental Education (EE) in the High School Biology Curriculum, Post- Reform 2016, led us to this research, which asked: How and how, teachers of Biology and / or Natural sciences include EE and how they participate in the High School curriculum in state schools in the municipality of Campo Grande - Mato Grosso do Sul. The methodological proposal of qualitative analysis investigated the importance and the place attributed to Environmental Education in the curriculum. Biology and how biology teachers understand and participate in the composition of the high school curriculum. As a technical and pedagogical product developed, mandatory work in the professional master's degree, we propose a guide for the curricular debate, for the participation of teachers and students, based on the theoretical-methodological aspects inherent to Paulo Freire's circle of culture. The results show that biology teachers know in a basic way the conceptions and functions of a school curriculum and consider the inclusion of EE in it. The teachers reasonably participated in the discussion about the Common National Base and one of them participated in the construction of the MS High School Curriculum Framework. The teachers point out the non-occurrence of reflection on EE in either process. The reform and its implementation increased the difficulty of inserting proposals that go beyond the issues considered mandatory in the curriculum, especially those aimed at teaching Portuguese and mathematics. In the case of the full-time school, the possibilities are greater, due to the also greater workload to contemplate electives. However, the reference used is the same that has been developed for many years in the network. With this, we consider it fundamental for the insertion of the EE in the school curriculum, to guarantee the necessary conditions in the school, the teachers formation and, above all, the debate about the curriculum in the school context, being the circle of culture a democratic space for this.