ALVES, P. L. S. N.; http://lattes.cnpq.br/5059398302168216; ALVES, Pollyanna Lucielma da Silva Nobrega.
Abstract:
The Environmental Education (EE) can no longer be defined by a single concept. This
kind of education arises from the concern of humanity in themes related to environment
due to consequency to the current disasters. In relation to Brazil, the EE comes with a
more comprehensive proposal and became even stronger and present from the creation
of its law which sought to think more about in a collective way not only an individual
one. During the 70 (seventy) and 80 (eighty) decades were realized several international
conferences and a variety of documents was prepared for the establishment of common
principles to an education focused on sustainability, according to Dias (2004). Based on
these concerns, researchers have intensitied studies about EE in Brazil, considering that
it has sought solutions for the recent events. The process of teacher training is not
related only a training and/or a means of capacitate, not even the transmission of
knowledge, but in a reconstruction of values related to ethics that require personal
changes as well as a teachefs reflection on his/her own image as a professional. In
relation to the EE in school practice, we realize the need of make aware the population
since the early years of life so that this education can do part of everyday life of
children, youth and adults, be inserted in various subjects and contents, in an
interdisciplinary way, at school and in life in society. This research aims to
understanding what the Science and Biology teachers that are in classroom in several
schools in Cuité, Paraíba, think about the EE thematic that with the arrival of the degree
course in Biology on the campus of UFCG-Cuité, became more evident. This study was
realized in schools in the city of Cuité between the months of September and October of
this year. The data were collected through questionnaires with nine of the fourteen
teachers working in the city and they were analized using qualitative methods. It was
found that most teachers have a naturalist vision about the environment, according to
Reigota (1995) and a eco—conservative view of what be environmental education,
according to Medina (2010). However, they show enough interest in the area and would
like to have more partnership with the university. It was also observed that most of them
understand the EE as an specific subject of the scholar curriculum.