Concepções dos professores e estratégias de ensino na inserção da educação ambiental no ensino de ciências : enfoques, perspectivas e contradições

Abstract

This study aimed to analyze how teachers’ concept of Environmental Education (EE) can influence their teaching practice in order to meet the objectives of an EE committed with the formation of citizens conscious of their environmental responsibility. For this research were chosen two (2) schools in Recife / PE belonging to the state and municipal network and one (1) Federal school in the City of Belo Horizonte / MG. Were select eight (8) science teachers. Two (2) of them linked to a municipal school; three (3) to a state school and three (3) to a federal school. Were created categories for analysis based on the foundations of the Freirean pedagogy, the eco-pedagogy and the environmental education that support the construction of an environmentally sustainable society as follows: (a) Conceptions of Environmental Education; (b) Views of Environment; (c) Pedagogical Strategies; and (d) Contradiction / Consistency between the ideas and views [(a) and (b)] and the teaching strategies adopted [(c)]. We identify and categorize the EE concepts of teachers from different educational systems (municipal, state and federal); and different cities, states and regions (Recife / PE in the Northeast and Belo Horizonte / MG in southeastern Brazil); objectives that these teachers elect for the EE in their institutions; strategies used by them considering the diverse proposals for the introduction of EE; and the limits and possibilities they point out for implementing the EE in their respective schools. The set of responses submitted by the teachers allowed us to identify relationships between the way the teacher understands the EE and the strategies adopted by them to insert it in the dynamics of the classroom as well as to find out their difficulties for understanding EE in a coordinated way. We also observed that they consider valuable not only the formation of "individuals consciousness with environmental responsibility", but also man's relationship with their waste. Through the findings it was observed the potential of practices that seek "contextualization", "dialogue" and "participation" of learners in building their own knowledge. These teachers considers the potential of their students in transforming the environments in which they are embedded, although it is required that for a change attitudinal.