Abstract:
This study presents the results of research that aimed to analyze, in the light of Historical-Critical Pedagogy, the presence of Environmental Education (EA) in public schools in Ivinhema, state of Mato Grosso do Sul, Brazil, especially its relationship with curricular content. The study, which involved teachers, was conducted through interviews and the data obtained were analyzed and organized into categories. The results demonstrate that, although the project methodology was not mentioned by participants, the work with EA in the school subjects does not have another form of methodological organization, and the teachers were unable to relate it to the curricular content, nor what they would be or how they should be addressed. Therefore, we underscore the need to discuss EA as a core activity in the curriculum, by rethinking it critically, so that the appropriation of the contents of the different areas of knowledge can allow students to deepen their understanding of the socio-environmental reality, in which its transformation is the objective.
Keywords:
Environmental education; Public school; Curriculum contents; Historical-Critical pedagogy