POLÍTICAS PÚBLICAS E OS CENTROS DE EDUCAÇÃO AMBIENTAL: ENSINO E APRENDIZAGEM NA EDUCAÇÃO BÁSICA – CAMPO GRANDE /MS

Abstract

Education is a continuous process of great importance for the formation of critical and conscientious citizens, aiming at a fairer and more egalitarian society. And the Environmental Education Centers contribute to making teaching viable, creating new possibilities for the entire educational community and, thus, effectively helping to solidify the socio-environmental training of students. Thus, this study aimed to analyze the performance of Environmental Education Centers (CEAs) and sought to understand how public policies support the dynamics of functioning of CEAs in the city of Campo Grande-MS. This research presents a qualitative approach, as well as quantitative data, based on the methodological assumptions of Vygotsky's socio-historical vision and, as instruments, semi-structured interviews were carried out, with the participants being managers of the Environmental Education Centers and teachers working in visiting schools of the Centers. For data analysis, Laurence Bardin's Content Analysis was used. For this purpose, the Common National Curriculum Base and the Curriculum Reference of the Municipal Education Network of Campo Grande were analyzed, when the presence of Environmental Education, especially the Environmental Education Centers, in these documents was sought. The transformative perspective of EA goes against the grain and in opposition to the expanding neoliberal policy in the country. In the Curriculum Framework of the Municipal Education Network of Campo Grande there is a predominance of critical and transforming Environmental Education, which was corroborated by the speech of most research participants, when the socioenvironmental category prevailed, with a view of the human being as a belonging agent society, considering the relationship between social, natural, cultural and political aspects. We consider that the Environmental Education Centers are important resources to promote Environmental Education. However, it was found that these spaces are little used by schools. Thus, we envision the possibility of this approximation between teachers and CEAs, providing an opportunity for a differentiated and alternative space to develop field work, thus contributing to minimize possible gaps in the area of environmental education.