Educação ambiental na rede pública do município do Rio de Janeiro

ABSTRACT
VELLOSO, Christiane Santos. Educação Ambiental na Rede Pública do Município do Rio
de Janeiro: concepções, problemas e desafios. Rio de Janeiro, 2006. Dissertação (Mestrado
em Educação) – Centro de Filosofia e Ciências Humanas, Faculdade de Educação,
Universidade Federal do Rio de Janeiro, Rio de Janeiro, 2006.
The present dissertation brings as its theme Environmental Education in school context. Its
main objective is to understand the dynamics of Environmental Education in Public Schools
in the City of Rio de Janeiro, apprehending its conceptions, problems and challenges, by
means of the work experience of a particular group of teachers from the Secretaria Municipal
de Educação do Rio de Janeiro (SME) - (Municipal School Department of Rio de Janeiro), a
group belonging to the Centro de Educação Ambiental do Parque Nacional da Tijuca
(CEAMP) – (Center of Environmental Education of the National Park of Tijuca). Such group
officially represents Environmental Education along with SME. In relation to the
methodological procedures adopted in the investigation, in the first stage we worked with
some concepts and categories involved in the presumptions of Environmental Education –
traditional environmentalism and critical environmentalism; complexity and dialectics;
autonomy and citizenship – by means of a bibliographical review of distinct perceptions from
some authors who belong to the emancipatory branch of Environmental Education, with
which we identified ourselves and upon which is based this research. The second stage
corresponded to the research and critical analysis of the documents referring to political
guidances in Environmental Education: the Parametros Curriculares Nacionais (PCN) –
(National Curriculum Parameters) specifically about the transversal theme of environment, in
the scope of the Ministry of Education, and the Núcleo Curricular Básico
MULTIEDUCAÇÃO (NCBM) – (Basic Curriculum Nucleus Multi-Education) in the scope
of SME. The third stage was related to the field works, by means of which we gathered
qualitative data which were the result of the practices and testimonies from the study subjects,
that is, the teachers who were part of CEAMP, making use of semi-structured interview as an
instrument. In the fourth stage the data referring to the activities developed by CEAMP was
organized, in the period ranging from 1999 to 2005, from information included in reports
made available by the referred work group on Environmental Education and, also, a critical
analysis of the content of the interviews with the components of the investigated group was
elaborated. In relation to the results of the research, we verified that there is a partial
conceptual approximation of Environmental Education between the work developed in the
CEAMP group, the PCN guidances and the NCBM guidances in what is related to a field of
knowledge in favor of the development of citizenship and for a change of member paradigm.
However, there is a hiatus between what is said, conceived, wished and used as guidance and
the concrete reality of the work on Environmental Education in the day-to-day of municipal
schools. Our real intention was to show that, throughout its existence, even without being an
entity regulated by SME and living with financial difficulties and institutional hindrances,
CEAMP has been contributing to a critical and transforming Environmental Education along
with the school community, and initiated a pioneer process of interaction dynamics between
formal education and non-formal education. We inferred that the influence reach of CEAMP
actions and the concretization of its perspectives are effectively conditioned to the creation of
a public policy of continued formation of teachers of Environmental Education in the City of
Rio de Janeiro.
Key-words: Environmental Education, Continued Formation of Teachers, Public Curriculum
Policies, Primary Teaching.