O currículo de geografia e a temática ambiental no 1º ano do ensino médio na Escola Estadual Professora Joaquina Cerqueira Caldas

Abstract

Educational policies have enabled public or private educational institutions to promote programs that encourage environmental preservation, and the curriculum brings proposals that can be developed and overcome barriers, beyond what is proposed. The research problem arises with the idea of thinking about the curriculum as a guiding document, which also enables the debate of ideas and the expansion of its applicability. Its main objective is to analyze the environmental theme present in the high school curriculum, its scope in projects developed by professors in the humanities area and possible impacts of these actions for the curriculum, for the school and for the community. The research is organized in stages, firstly, a survey was carried out of the number of schools in the city of Cuiabá, in which vacancies are offered for high school students. The second stage was marked by the process of choosing the educational institution, in which the existence of projects aimed at Environmental Education, present in the Pedagogical Political Project (PPP) of the unit could be observed. In the third stage, the monitoring of projects developed at the school was carried out, with the inclusion of studies focused on Environmental Education present in the curriculum of the 1st Year of High School and other environmental policies aimed at education. In the fourth and final stage, the result of the actions developed will be analyzed. From the perspective of answering questions about the possible impacts (positive and negative) that occurred in the institution and, if teachers understand possible changes in the curriculum proposed by the BNCC, and through them, they can collaborate in the process of implementing more effective policies aimed at education. For the construction of the research, a qualitative investigation was chosen. The current of thought is based on the Marxist Theory. Partial results indicate that the development of activities carried out by teachers can generate positive or negative impacts on the applicability of the curriculum.