ENVIRONMENTAL EDUCATION AS A PUBLIC POLICY IN THE CURRICULAR PROGRAMS OF THE SCHOOLS OF THE SÃO FRANCISCO VALLEY

Abstract

The growing crisis in the environmental scenario, with the scarcity of natural resources, the propagation and degradation of several expressions of socio-environmental contamination, have aroused the attention of different social actors. The school has been identified as a main character in the formation of ethical values, knowledge and actions that should be present in the daily life of man in environmental matters. However, the educational scenario through schools may be disconnected from socio-environmental issues, especially from local issues and from a transverse and interdisciplinary perspective, as opposed to norms and legislation, which normalize the environmental education system as an essential step in the transformation and advancement, economic and social development of society in general. The work in question had as a central point the investigation of the approaches that contemplate the environmental context, observing the themes worked and their inclusion in the Political Pedagogical Projects (PPP) as Public Policy in the public schools of the region of the Valley of the São Francisco. The work was carried out through documentary research, through access to documents and analysis of the PPPs of the schools included in the research. The documents collected were transcribed, photographed for documentary analysis. Data collection was carried out through the Research Protocol of the Curricular Projects of four public schools of Basic Education, of the São Francisco Valley, two in the city of Petrolina-PE and two in Juazeiro-BA. We selected schools that have PPPs instituted and that made available for the documentary analysis. The Green School Program Data Banks of the Federal University of the São Francisco Valley were analyzed by means of consultation, which also has relevant information on the subject. All content is related to federal law and regulations, keeping the names of schools that have been kept confidential and anonymous, in compliance with the curricular pedagogical aspects and ethical principles of scientific research.