Abordagens de educação ambiental e do saneamento básico no ensino fundamental I: um olhar sobre a escola Ernani Sátiro

Abstract

The main objective of this work is to analyze the approach of the themes: Environmental Education; Basic Sanitation and Health in Elementary School subjects at Ernani Sátiro Elementary School. Having as secondary objectives: To identify how these approaches are taking place in the teaching practice in that school. This work also sought to discuss the role of Environmental Education in the process of citizen formation of the students of this school; Reflect on the educational, social and political relevance of Environmental Education, Basic Sanitation; Contribute to the debate on the inclusion of Environmental Education, Basic Sanitation and Health topics in the teaching practice at Ernani Sátiro Elementary School and Propose pedagogical actions that contribute to the socio- environmental awareness of students about the themes. Methodologically, this work was developed from the documentary bibliographic research whose approach is qualitative and adopted as an instrument of direct investigation the interview, thus seeking efficiency in the collection of information. In this context, it is understood that Environmental Education has a decisive role in building a collective conscience and respect for life in all its dimensions and manifestations. About the results, it was identified that the teachers of the Ernani Sátiro Elementary School work Environmental Education with the students, but that the approaches do not take place properly. We also observed in the research that the Basic Sanitation theme is addressed, but that there is an emphasis on the water theme and not addressing sanitary sewage, which is extremely relevant, both for public health and for the environment. In addition to the above, the teachers of that school do not use as a starting point in the teaching of EE, the context in which the students are inserted, bringing to the debate issues experienced by them in their communities. Another fact observed in the research was the teachers' challenge in working on issues related to EE, due to the lag and fragmentation of initial training, which is insufficient for them to teach EE properly to their students. They mentioned in their reports that EE is presented to students in the subjects Geography, History and Science, showing that they cannot articulate the teaching of EE with other curricular subjects, and with that denying the transversal and interdisciplinary character, as proposed by the laws and the documents that regulate the teaching of EE. They also do not mention having knowledge of the laws and documents that regulate EE, nor do they say if the school has projects and actions developed with EE. From all that has been said, it is necessary to intervene in the pedagogical actions developed at the Ernani Sátiro School to improve the approach of the teachers regarding EE, awareness, health and citizenship, as they are inseparable issues and that need a closer look from the teachers.