Necessidades formativas de um grupo de professores da educação básica na perspectiva da educação ambiental

Abstract

Faced with the need for conservation and environmental conservation, the role of the school is further strengthened in order to form citizens who are critical and responsible towards the environment in which they live. A deep reflection is needed, above all, aimed at educators in the development of their teaching practices. This research was carried out at the Teodósio de Oliveira Lêdo State High School, located in the municipality of Boa Vista - PB. Ten (10) teachers from different disciplines participated. In the present study, a research related to the practical knowledge of educators was carried out, whose objective is to identify the training needs of teachers in service, about environmental education, with a view to contribute to the improvement of the training of these professionals as as well as to mitigate the gaps in the insertion of the environmental dimension into schools. The research took a qualitative approach. Mental questionnaires and maps were used to obtain information about the studied subject. Data analysis was performed based on the methodological assumptions of Content Analysis. Most teachers do not understand the complex nature of the environment, they see Environmental Education, henceforth EA, as a preservationist practice, aiming to develop activities in the classroom to make students aware of the need to c are for the environment by relating dependence of the human being in this environment to survive. With regard to the way that EA works, most of the professionals of the aforementioned institution develop activities in some projects in the school, carrying out isolated activities within the disciplines they teach. However, they encounter difficulties that prevent them from working on the subject, such as the lack of time in the classroom, due to the obligation to comply with the curricular contents required and thus the actions are practiced intermittently. Due to inadequate and restricted perceptions of the abiotic biological aspects of the environment, a duality of thought is created that leads to the fragmentation of knowledge, not fomenting the transformations of the real context. In this scenario, a crisis of inadequate environmental perception is faced, jeopardizing the effective learning process in the environmental dimension. It was proposed interdisciplinary planning for teachers about EE, with the purpose of elaborating the educational product: Pedagogical Notebook, which serves the support material, with ideas and interdisciplinary suggestions involving the environmental theme, while serving as a subsidy for teachers making continuous and the insertion of EE in the school environment.