GEOGRAPHY AND ITS RELATIONSHIP WITH ENVIRONMENTAL EDUCATION IN FIELD SCHOOL

Abstract

In this study, we seek to identify the main contents of Geography in which Environmental Education is worked in the Field Schools belonging to the Francisco Beltrão Regional Education Center and to address the specificities of knowledge / geographic content, as well as the methodology in the pedagogical practice of teachers with look social and environmental Both the Paraná Environmental Education Curriculum Guidelines, the Rural Education Curriculum Guidelines and the Geography Curriculum Guidelines bring the perspective of a pedagogical practice directed to social and environmental issues with similar approaches. The method used to better verify which Geography content teachers focus on Environmental Education related to the reality of the field, and how they work, we interviewed in 2016 (period in which we developed the research for the Master in Geography at UNIOESTE for Francisco Beltrão-PR), five teachers of the subject chosen at random and a questionnaire for 16 teachers from the municipalities that make up the Francisco Beltrão Regional Education Center - PR. We conclude that it is not possible to think about changing the Field Schools only theoretically in the Pedagogical Political Project, but rather, both the school and the teacher, be clear about the political-pedagogical option that references your knowledge and educational practices. Practice capable of equipping the student to know the place where he lives in order to identify potentials for change and interfere in the globalizing dynamics of environmental problems. We understand that the pedagogical political formation of the teacher, presents itself in its intentionality and purpose and is what decisively characterizes his praxis.