ENVIRONMENTAL EDUCATION IN THE LIGHT OF “REFERENCIAL CURRICULAR DO PARANÁ”: LIMITS AND ABSENTS

Abstract

Environmental Education, over the last few years, has been silenced in official documents, mainly in the Base Nacional Comum Curricular (BRASIL, 2017), which made it secondary as a contemporary transversal theme, being at the mercy of the engagement of Educational Systems for the implementation of a curriculum that includes this theme as a social practice. Taking these considerations into account, this article aimed to analyze the inclusion of Environmental Education in the “Referencial Curricular do Paraná” (PARANÁ, 2018), the way it presents itself, as well as to identify in this document terms that refer to Environmental Education and its relations with the critical trend. We chose to use documentary research and content analysis and identified the lack of clarity and significant commitment centered on a critical, emancipatory and transforming perspective of the subjects. In this sense, we highlight the articulation of Environmental Education more explicitly in Childhood Education and as the level of education of the subjects increases, this specificity of formal education approached as one of the contemporary themes is becoming mischaracterized and limited to only a few subjects. We also found that the Reference could approach Environmental Education in a broader, explicit, integrated way, from the perspective of totality in all Basic Education, since this document constitutes a guiding thread to based the teaching-learning process.

Keywords: Environmental Education. Basic Education. Curriculum. Public Policy.