Environmental education in the perception of teachers of public schools, located in Jaramataia/AL, Brazil/Educação ambiental na percepção de professores de escolas públicas, localizadas em Jaramataia/AL, Brasil

• Published in: Diversitas Journal Vol. 5; no. 3; pp. 1658 - 1670
• Main Authors: Victória Endy Moura de Alencar, Rosineide Nascimento da Silva
• Format: Journal Article
• Language: English
• Published: Universidade Estadual de Alagoas 01-07-2020
• Subjects: environmental perception; public school system; teachers
• ISSN: 2525-5215
• DOI: 10.17648/diversitas-journal-v5i3-854

Environmental Education can be understood as any educational action that contributes to the formation of citizens aware of the preservation of the environment. In schools, Environmental Education contributes to the formation of students so that they can learn to love, respect and practice actions aimed at environmental conservation. From this perspective, this study was carried out with the objective of knowing the teachers' perception about the importance of the approach on Environmental Education in two public schools in the municipality of Jaramataia –AL. Data wereobtained through the application ofa semistructured questionnaire to ten teachers from different disciplines of the two educational institutions. The research was carried out in three stages: in the first, a pre-evaluative visit was made to the schools for recognition and presentation of the faculty of the same; in the second, the questionnaires were applied; and in the third stage, the data collected were analyzed. The results verified in this study indicate that teachers recognize Environmental Education as a fundamental issue to be worked in the classroom, together with their students, but teachers restrict the concept of this subject only to the perspective of environmental conservation and awareness from the students. In addition, from the answers given by the teachers interviewed, it is noticed that the applicability of EE in schools is compromised by a series of difficulties and challenges that often go beyond the purely academic scope, while public management policies do not provide enough subsidy for both schools and their teachers to feel prepared to work on this subject, so that they contemplate the realities of the learners and the environment they are part of.