Educação ambiental nas escolas do campo: Limites e possibilidades para uma educação contextualizada para convivência com o semiárido.

Abstract

This work aimed to identify the design and pedagogical doing with Environmental Education in Rural Schools, seeking to understand the limits and possibilities for acontextualization of Education from the perspective of living with the Semi-Arid. Ourspecific objective was to provide insight to the inclusion of environmental educationfrom the perspective of living and sustainability in pedagogical Field Schools. The qualitative research methodology to our gaze directed to approach the object of research, this refers to use different tools: document analysis, questionnaire, participant observation and semi-estuturada. Environmental Education as (Dewes,Wittckin. 2006), as contextualization (Concise Oxford, 2001), as understood and Coexistence (Reis, 2003) were central to the theoretical categories of work. The results identified that in school there is a field of research to teaching withsystematic environmental education in the classroom and that although there is nosystematic Pedagogical a specific document, it is expressed in speech andpractice of teaching, showing a diversity of interconnected approaches to teachingin the classroom. This diversity of approach imposes limits and possibilities for contextualization of Education. The interaction between creativity and knowledge from experience and teaching practice enables a rereading of the teacher in the proposal presented by government agencies to be working in the classroom.Therefore, the results challenge the policies for a proposed environmental educationthat enables coexistence with the Semi-arid, and a teacher training that contributes to a practical context.