DESVELANDO CURRÍCULO, ENSINO E PRÁTICAS DA EDUCAÇÃO AMBIENTAL NA PRODUÇÃO DA IDENTIDADE EM UMA ESCOLA PÚBLICA DE CAMPO GRANDE-MS

Abstract

Anchored in the Environmental Education (EE) Research Line of the Postgraduate Program in Science Teaching. In this investigation, we analyzed how the curriculum, teaching, and practices of Environmental Education (EE) contribute to the construction of the identity of a public school in Campo Grande-MS that considers the socio-environmental context and the challenges faced by the school community. The general objective of the research is to analyze whether EE, integrated into the daily school routine, can be an instrument to achieve school identity and meet the demands of the school community for educational, social, and environmental transformations. By investigating the relationship between the curriculum, EE, and the construction of school identity, we sought to identify the potentialities and challenges posed to the school in question. The research aims to answer the following research question: how do Environmental Education teaching and practices contribute to the construction of a curriculum that meets the identity of a public school in Campo Grande – MS. With theoretical contributions from what is called Critical Environmental Education, according to the reflection of Enrique Leff, and studies on Cultural Diversity, curriculum, and identity, with the support of authors such as Vera Maria Ferrão Candau. The research adopts a qualitative investigation, with a descriptive approach, whose emphasis is on the processes and meanings of the constructed data. Through document analysis, observation of the school's routine and activities, application of questionnaires, interviews, and mind maps, the conceptions of teachers, managers, and students of the school are analyzed. The results revealed the engagement of the school community in promoting inclusion, valuing socio-cultural diversity, and the applicability of environmental education. The school's Political Pedagogical Project, the activities developed by teachers and students, and the statements of these research participants allowed the school to be identified as a space for learning and coexistence that constantly seeks to adapt to the demands of an increasingly plural, complex society permeated by socio-environmental problems.