EDUCAÇÃO AMBIENTAL NA ESCOLA: LITERATURA INTERNACIONAL E ANÁLISE DE ESTUDOS BRASILEIROS

Maria Arlete Rosa; Samira Kauchakje; Maria Iolanda Fontana

doi:10.1590/SciELOPreprints.2591

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Maria Arlete Rosa Tuiuti University of Paraná https://orcid.org/0000-0001-6891-0834
Samira Kauchakje State University of Santa Catarina https://orcid.org/0000-0001-5325-9970
Maria Iolanda Fontana Tuiuti University of Paraná

DOI:

https://doi.org/10.1590/SciELOPreprints.2591

Keywords:

educational policies, environmental education, school, pedagogical practices, teacher’s formation

Abstract

This study characterizes an overview of literature on school environmental education. It is investigated how the literature, especially the Brazilian one, addresses environmental education at school. The procedures of the Systematic Literature Review allowed to select 108 articles 108 articles, of which 66 were from authors with links to international institutions and 42 with links to Brazilian institutions. The analysis of the texts allowed to group them in three identified categories: environmental education policies; pedagogical practices and teacher’s formation. There are 10 articles addressing environmental education policies; 77 about pedagogical practices and 21 teacher’s formations. Pedagogical practices represent 71% of the total number of articles, focusing on elementary education that address: methodologies valuing open-air classes, field visits and nature. They address themes such as water, social representations, interculturality and traditional communities, environmental awareness and epistemology, among others. Studies on technologies and on interdisciplinarity are incipient. Participatory and dialogical pedagogical practices stand out in teacher’s formation. Environmental education policies are poorly investigated and discuss projects and programs aimed at the care and use of environmental resources. It is recurring to find in the conclusions of studies by authors from Brazilian institutions, a critical approach that seeks to overcome conservative and naturalist conceptions of environmental education, as well as isolated, disjointed, fragmented practices, and with little support from educational institutions. This can contribute to the strengthening of this approach in the discussions and practice of Environmental Education at school.

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Author Biographies

Maria Arlete Rosa, Tuiuti University of Paraná

Graduated in Mathematics from the Federal University of Paraná (1978) and Pedagogy from the Universidade Tuiuti do Paraná (2014). Masters(1991) and Doctorate(1999) in Education: History, Politics, Society at the Pontifical Catholic University of São Paulo, researched the educational social relations and social movements in Curitiba and the educational practices of sustainability and social participation in Curitiba. Post Doctorate in Sociology at the Federal University of Paraná (2016), he researched the practices of environmental education and rural education in the Metropolitan Region of Curitiba. Titular Member of the State Council of Education of Paraná (2010 to 2016). Adjunct Professor at the Universidade Tuiuti do Paraná in the Postgraduate Program in Master and Doctorate Education, where she is VICE COORDINATOR and EDITOR OF THE JOURNAL CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL. Researcher at the Center for Research in Rural Education, Social Movements and Pedagogical Practices and at the Education Observatory Program/CAPES at the Post-Graduate Program - Master's and Doctorate in Education - Universidade Tuiuti do Paraná. Director of Environment and Social Action of Companhia de Saneamento do Paraná (2003 to 2010). Professor at the City Hall of Curitiba(1984 to 2016). Participates in networks: Paraná's Environmental Education Network; Southern Brazilian Network of Environmental Education-REASul; Brazilian Network of Environmental Education ? REBEA and the Alliance of Iberoamerican Networks of Universities for Sustainability and El Ambiente ? ARIUSA. Author of books and articles on: education, citizenship and social participation; education and environment in the city and in the countryside; environmental education and public policies; socio-environmental education practices; environmental education and sanitation; education and sustainability.

Samira Kauchakje, State University of Santa Catarina

Political scientist. Graduated in Social Sciences/Political Science area (UFPR); Master in Political Science (UFPR); PhD in Political Science (UFSCAR); Doctor in Education (UNICAMP). Professor at the Postgraduate Program in Territorial Planning and Socioenvironmental Development/UDESC and at the Department of Public Governance/UDESC (University of the State of Santa Catarina). Collaborating professor in the Graduate Program in Political Science/UFPR (Federal University of Paraná / UFPR). Visiting Researcher in the Department of Political Science of the University of Illinois at Urbana-Champaign, under the supervision of José Cheibub and Gisela Sin (between 2015 and 2017). Coordinator of CIdaPOL-Political Science Research Laboratory. Member of the Space - Grupo de Investigación en Análisis Spacial (ALACIP). Teaching experience: Public Policy; Political science. Research on topics related to the territorial dimension of politics, political institutions and government policies, especially welfare policies. Current research programs: i) representation and territorial policy; territorial power sharing; geographic and political representation of the pork barrel; ii) government capacity, tax federalism and policy implementation, especially welfare policies by sub-central governments

Maria Iolanda Fontana, Tuiuti University of Paraná

Graduated in Pedagogy from the Federal University of Paraná (1986), graduated in Artistic Education from the Faculty of Music Education of Paraná (1980), Master's in Education from the Pontifical Catholic University of Paraná (2006) and Ph.D. in education from the Universidade Tuiuti do Paraná ( 2014). School pedagogue from the Municipal, State and private network of Paraná. Retired from the Municipality of Curitiba with experience in pedagogical coordination at all levels of Basic Education. Retired professor at Universidade Tuiuti do Paraná, where she served as professor and coordinator of the Pedagogy course, professor of the Graduate Program in Education and coordinator of the research line Pedagogical Practices Articulators Elements and coordinator of the Faculty Support Nucleus. She worked at the Municipal Council of Education of Curitiba as a representative of the Higher Education courses for teacher training. He is currently a member of the Center for Research in Rural Education, Social Movements and Pedagogical Practices at Universidade Tuiuti do Paraná. Participates as a member of the working group - GT8 - Teacher Training of the National Association of Graduate Studies and Research in Education (ANPED). He is part of the group of researchers for Teacher Training in the Southern Region - RIPEFOR. He has experience in the field of Education, with an emphasis on educational policies and pedagogical practices, working mainly on the following topics: initial and continuing education of education professionals, research practice, Pedagogy course, pedagogical innovations, literacy and rural education.