Resumo

DE SOUZA, Daniele Cristina. The Vision on Environmental Education of the Teachers of the Natural Science Area and its Relation to the Curriculum Policy of the State of São Paulo, Brazil: Some Contradictions. Rev. Fac. Cienc. Tecnol. [online]. 2015, n.38, pp.147-166. ISSN 0121-3814.

This research is concerned with understanding the current educational reality in order to bring theoretical elements that can contribute to the development of environmental education (ee) criticism in public school. The guiding questions of this study were: What is the role that teachers attribute the ee in relation to curriculum content? The teachers' view relates to the existing educational policies? Thus, the aim of this study was to analyze the vision that teachers in the field of natural sciences have on Environmental Education, on the relationship between environmental education and discipline of acting and this vision has to do with the current curriculum policy. Data were obtained from a questionnaire, conducted the analysis of thematic content of the responses of eleven teachers to two open questions. The theoretical basis used is historical and dialectical materialist base and ee criticism. The results indicate that, in general, the teachers recognize the importance of ee in school. In relation to their political character in students' education focus on the role to facilitate the engagement, participation and making decisions facing environmental problems. However, no contradiction between the understanding of the role of ee and content and how to make it viable, because although the paper approaches a conception of critical education, the contents are restricted to a view of the general environmental issue and without historical context. The expression of the relationship between ee and discipline of each teacher explained influences the current curriculum policy of the state. However, do not just ee be present or be made possible by educational policies and teachers having a speech and practices consistent with them, as the training and the work of the teacher in ee are related to a broader social plan that is full of political clashes and ideological issues, which greatly expressed in addressing the current state of civilization crisis. Thus, consistent with the prospect of ee critical advocated here, it is the overcoming contradictions of policies and practices in order to enable a critical and emancipatory education.

Palavras-chave : School curriculum; teacher training; political and ideological dimension.

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