O ENSINO DE GEOGRAFIA E O CURRÍCULO DO ENSINO MÉDIO: DESAFIOS E PROPOSTAS PARA AS PRÁTICAS DE EDUCAÇÃO AMBIENTAL

Abstract

Educational policies have provided public or private education institutions with the opportunity 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 countless possibilities that the Basic Education teacher has to develop projects that can awaken students' concern about environmental issues. The objective of the Article is to analyze the possible impacts of the projects developed by the Basic Education teacher and the importance of the Geography discipline for the implementation of Environmental Education. Questions regarding the curricular structure of Basic education provide support to generate questions regarding the implementation of environmental policies. And the teacher in this process is a mediator, who introduces environmental issues to students as a way of clarifying the different interests of the dominant classes in relation to educational policies. The arguments discussed in the investigation are contributions that helped to develop the activities carried out by teachers, which can generate positive or negative impacts on the applicability of the curriculum.