Challenges of Critical Environmental Education in Public Schools in Mossoró (RN, Brazil)

Abstract

This research analyzed the dynamics of the pedagogical process of basic education schools in the municipality of Mossoró-RN regarding the development of environmental education (EE). The analysis covered three dimensions: the political-pedagogical project (PPP), the curriculum and pedagogical practice. As for the PPP and the curriculum, it was analyzed how both deal with environmental issues. In relation to practices, It was tried to observe them and identify educators' perceptions about the notions that constitute EE. The methodological assumptions are designed in a qualitative approach, using bibliographic review, documentary research, systematic and unsystematic observation and focus groups with semi-structured scripts as instruments of data collection. The article dialogues with the theoretical contributions of critical environmental education, political ecology and complexity theory. The results revealed that as the pedagogical process develops from the PPP to the practice in the classroom, the principles and guidelines of critical environmental education gradually dilute and lose their transforming and emancipatory power. Schools try to change themselves, but the process is long, difficult, full of constraints, contradictions and limits. These challenges are some of the barriers to building balanced relationships between society and nature.