EDUCAÇÃO AMBIENTAL: ANÁLISE DOCUMENTAL DA BNCC E DO DC - GOEM NA REDE ESTADUAL DE GOIÁS

Abstract

This dissertation is part of the research line Education, Institutions, and Educational Policies of the Graduate Program in Education – Stricto Sensu Academic Master's at the University Center Mais - UniMais. We propose to develop research material to analyze the configuration of Environmental Education (EE) based on the documents of the National Common Curricular Base (BNCC) and the Curricular Document for Goiás of High School (DC-GOEM), aiming to contribute to education professionals and stimulate teachers' reflection on EE in their pedagogical practices. The general objective is to understand how EE is configured in the State Education Network of Goiás through the analysis of documents related to education and environmental issues. Specifically, we seek to investigate the historical, social, and political context of EE; analyze laws and documents related to the vision of EE in Brazil; and evaluate EE in High School in the State Education Network of Goiás, in light of the BNCC and DC-GOEM. Methodologically, the study is qualitative in nature, based on a bibliographic review and documentary survey. Thus, we proceeded to read, analyze, and interpret documents pertinent to themes such as neoliberalism, education, EE, and public policies. To this end, we employed Bardin's (1977) content analysis, as described by Gil (2002), following the stages of pre-analysis, material exploration, and analysis. The theoretical framework also included Dias (2022) for the history and principles of EE; Loureiro and Torres (2014) for critical EE; and Herbert Marcuse (1973) as a critic of one-dimensional society, among other authors. The reflections highlighted the need for a strong critique of merely pragmatic approaches, emphasizing the importance of EE engaged in transforming the social and political structures that perpetuate environmental and social crises.