Environmental Education in the daily teaching routine of the initial years of a state public school in the city of Rio Grande (RS, Brazil)

Abstract

The present article is derived from the master's thesis in Environmental Education of the Graduate Program in Environmental Education at the Federal University of Rio Grande, which is the result of the study process carried out in the search for understanding the Environmental Education in the teaching practice of teachers of the early years of a school of the State Public Network in the city of Rio Grande, RS, Brazil. With this purpose, the research problem was identified with the purpose of knowing and investigating which proposal of Environmental Education hinders the practice and what prevents them from working consciously for social transformation, since we are desirous of a Liberating Education. Based on the theoretical orientation of the Dialectical Historical Materialism, we support ourselves in the study of the legislation that ensures the Environmental Education in the transversality of the school curriculum and in the theorists that support these writings. Therefore, the writing of the article consisted in the study of the theoretical and methodological reference, with emphasis on the qualitative research method, supported by semi-structured interviews, in which all connections and relations that other phenomena have with the studied phenomenon were analyzed. Considering the possibility of approaching the totality as fairly as possible, we refer to the analyses of four interviews conducted with the teachers of the Elementary School's Early Years at the researched school and a dialogical collective meeting, which allowed us to investigate, through Laurence Bardin's Content Analysis, the essence of their expressions.