Educação ambiental: percepções e práticas dos professores de geografia de escolas públicas do bairro do Cristo em João Pessoa - PB.

Abstract

The process of degradation of the environment is not new in human history, but has skyrocketed from the Industrial Revolution and continued to worsen over time through the corporate model imposed by the capital now plays globally. Around half of the twentieth century began to emerge movements concerned with the situation of the environment and soon extended this concern to international organizations, which promoted a series of events to draw attention of governments around the world. As one of the solutions to the environmental crisis that emerged settled Environmental Education, appointed as prime rationale for the change in the relationship of humans with nature. Were also organized several intergovernmental events on this topic around the world, giving rise to the creation of documents and materials in several countries. In Brazil, it created a whole legislation that mandated the teaching of environmental education in an interdisciplinary manner at all levels of education, but as this occurred late in the country, many educators and institutions have not yet adjusted to this new reality. The study of the relationship between society and nature proves essential to understanding all dimensions of environmental issues and in this respect geography, by its own object of study, has great contribution to make. Given the importance of environmental education to the present day, we tried to analyze the environmental perception of teachers of geography in public schools in the neighborhood of Christ the Redeemer in Joao Pessoa and practices exercised by them in the schools surveyed through interviews subsidized by questionnaires. Thus, it was found that the environmental perception of teachers showed qualitatively compromised by visions naturalists and conservationists of the environment and environmental education. Besides the lack of support of the schools surveyed for the implementation of this practice, there was a certain lack of standards and publications involving the subject by teachers, due to their academic training be before these and failure to update them on the environmental issues. The real environmental education must awaken the criticality of students, bringing changes in the cultural and social order to be able to build a society which is environmentally sound and socially just. This really depends on the perception that teachers have on the environment and the diverse realities facing. In this context, the implementation of environmental education has been neglected.