Sentidos de educação ambiental : uma análise da política a partir dos contextos da influência, da produção de texto e da prática no âmbito do Ensino Médio Inovador em Rondonópolis - MT

Abstract

This research is inserted in the research group Education Policies, which integrates the research line Teacher Education and Education Public Policies, of the Master in Education/Postgraduate Program in Education, of the Federal University of Mato Grosso – University Campus of Rondonópolis, and has as object of study the National Policy of Environmental Education (PNEA). Its aim is to analyze meanings of Environmental Education which are found in the National Policy of Environmental Education, from the contexts of influence, of production of the text and of the practice, within the Innovative High School in the city of Rondonópolis, Mato Grosso. The methodological option was for the use of qualitative research with the approach of cycle policies, proposed by Stephen J. Ball and Richard Bowe (1992). Foucault’s thoughts were used as analytical tool of the discourses of the research subjects. The data collection was conducted through document analysis, of classic texts and scientific articles which focus on Environmental Education and its policy, as well as semi structured interviews with pedagogical coordinators. From the empirical material it was observed that the text of the National Policy of Environmental Education is result of the whole path of historic constitution of the field of Environmental Education, having received direct influence from the discussions of the Stockholm Conference, from the Belgrade Charter and from the Tbilisi Declaration, in addition to its elaboration being motivated by the commotion arising from the debates conducted during the United Nations Conference on Environment and Development (Rio 92). The analysis of the discourses of the pedagogical coordinators of the Innovative High School enabled identifying three meanings of Environmental Education and its praxis: conservationist/resourceful Environmental Education, Humanist Environmental Education, and critical Environmental Education (with less emphasis). Through the voice of the pedagogical coordinators, it was verified that the school still reproduces the educational practices developed on the occasion of the establishment and dissemination of the PNEA, which certainly prevents the recreation of the conceptions of the pedagogical work and of the policy itself, in the context of the practice.