ENVIRONMENTAL EDUCATION: TEACHING PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL IN BELO JARDIM - PE ; EDUCACIÓN AMBIENTAL: PRÁCTICA DE LOS PROFESORES DE LOS PRIMEROS AÑOS DE LA EDUCACIÓN PRIMARIA EN BELO JARDIM – PE ; EDUCAÇÃO AMBIENTAL: PRÁTICA DE DOCENTES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM BELO JARDIM – PE

Environmental education (EE) favors student engagement so they can act as agents of transformation in the face of socio-environmental problems. This research was carried out in a public Elementary School of the municipality of Belo Jardim, state of Pernambuco. Having qualitative and exploratory character, framing as documentary and participant. Methodologically, the instruments were used: Pedagogical Political Project (PPP), semi-structured interview and a pedagogical workshop aiming to investigate the insertion of EE in the school community. The data were analyzed considering the approach of critical EE, to investigate the EE in the practice of teachers from second to fifth grades to Elementary School. The results showed that the PPP addresses the theme only on commemorative dates. In the interviews, the participants presented a conservation and resolution conception, absence of the theme in the initial training, as well as punctual practices when addressing activities with students. The workshop has awakened a new look at EE. Thus, the importance of the school as a trainer of students aware of their rights and duties towards the environment. Therefore, this study contributes to new configurations in the insertion of EE in the investigated School, in the field of research and knowledge of the area. ; La educación ambiental (EA) favorece la participación de los estudiantes para que puedan actuar como agentes de transformación ante las problemáticas socioambientales. La presente investigación fue realizada en una escuela pública de Educación Fundamental 2 (E.F) de la ciudad de Belo Jardim, estado de Pernambuco. Tiene carácter cualitativo y exploratorio, enmarcándose como documental y participativo. Metodológicamente se utilizaron los siguientes instrumentos: Proyecto Político Pedagógico (PPP), entrevista semiestructurada y un taller pedagógico con el objetivo de investigar la inserción de la EA en la comunidad escolar. Los datos fueron analizados considerando el enfoque EA-Crítico con el fin de investigar la EA ...