Educação ambiental escolar: percepção de professores e alunos em uma escola pública de João Pessoa - PB

Abstract

Human societies are facing an unprecedented environmental and climate crisis that threatens not only citizens' quality of life, but ultimately, in the long term, the very continuity of human life on Earth. In this context, Environmental Education is a fundamental tool for the formation and awareness of students regarding their behaviors, knowledge, attitudes, values, and practices related to environmental conservation. The school environment constitutes a privileged space for addressing emerging issues in society, including ecological, social, economic, cultural, and political matters that affect both society and the environment and may be approached through Environmental Education, Environmental Education is included in the 4th Sustainable Development Goal, which aims to promote inclusive and quality education. This research is qualitative in nature and adopts a case study approach. It aims to analyze teachers' and students' perceptions regarding how Environmental Education is developed within the school context, as well as the pedagogical practices and approaches related to environmental themes carried out at school. Data production occurred through semi-structured interviews and questionnaires applied to teachers and students, seeking to understand their perceptions of Environmental Education in the school context. As complementary support for the analysis, institutional documents such as the Political-Pedagogical Project (PPP) were also consulted, contributing to the contextualization of pedagogical practices and interdisciplinarity related to environmental issues. The collected data were analyzed through Content Analysis, according to Laurence Bardin (2016). In summary, the results of this dissertation indicate that there is institutional openness to environmental debate, although it is still anchored in more conservative discourses regarding environmental issues.