Educação ambiental no curso técnico em meio ambiente integrado ao nível médio (IFMT/Campos Bela Vista): percepção dos professores

Abstract

Considering that the Federal Institutes of Education, Science and Technology have among their purposes and characteristics to preserve the environment, we understand the importance of understanding how EE has been approached in the most diverse courses of the Institution. This workpaper presents a study about how Environmental Education (EE) is contemplated in the Technical Course on Integrated Environment at the High School Level, IFMT / Campus Bela Vista. We have collected data on teachers' training in EE, initial and continuing education, and the way they understand their classroom work in this area. We adopt here a Critical strand of EE, in which the subject is called to assume his responsibilities with nature. This is a qualitative research whose data were analyzed by the thematization method according to Fontoura (2011). At first, we applied a questionnaire for teacher characterization, in order to collect personal and professional data from the participants, in a Course that was in the implementation phase with 03 semester classes in 2017/1. The second step was carried out with a survey of the Teaching Plans, aiming to raise terms that refer to environmental issues. Regarding the teacher characterization questionnaire, we observed the occurrence of 34 compulsory subjects, taught by a total of 29 teachers, who unanimously participated in the research. We observed that 22 teachers, each in their own way, had a moment of training in EE. Regarding the Plans of Education, we received a total of 31 Plans of Education from the 34 disciplines and we observed terms referring to the EE in 14 of them. The importance theme of the water resource was the most recurrent. We conclude as soon as some teachers work EE, but in the discourse of some there has not yet been an appropriation of what will be this. Perhaps because they think it is not something specific to their discipline they say they do not approach it, but they agree that the responsibility for working on the subject belongs to everyone. The interesting thing is that this work in the classroom has already gained space in documents guiding the teaching work, such as the Teaching Plans. In our understanding this reveals a great clarity and necessity on this issue. For those who report having never had any training in EE, it becomes urgent the need for ways to create this link. This can be done through the encouragement of continuing education, the provision of courses of the most varied forms and workload in addition to stimulating interdisciplinary work, be it between teachers of the same course or of different courses. We conclude that teachers approach EE in their daily lives, some in a disciplinary way; others have already been able to develop interdisciplinary links. For reasons not fully explained, some teachers have not yet taken on the role of environmental educators.