Estudos têm evidenciado a dificuldade de implementação da Educação Ambiental (EA) no contexto escolar brasileiro. Diante disto, objetiva-se neste trabalho explicitar os principais atributos da EA escolar a fim de que a efetivação destes subsidiem a formação de sujeitos crítico-transformador via práticas pedagógicas interdisciplinares. Para tal, a metodologia adotada pautou-se em um estudo teórico-reflexivo envolvendo a pesquisa e a análise de documentos oficiais internacionais e nacionais voltados à EA para o delineamento dos principais atributos da EA escolar, no Brasil. Dentre os principais resultados destaca-se que as orientações das políticas públicas voltadas à EA, a partir do final da década de 1990, acenam para uma perspectiva Crítica de EA com base em atributos como: o enfoque humanista, democrático e participativo; a consideração da concepção globalizante de meio ambiente; a dimensão de sustentabilidade; o pluralismo metodológico na perspectiva da interdisciplinaridade. No âmbito da EA escolar, destacam-se os seguintes atributos: a perspectiva transdisciplinar/interdisciplinar, crítica e problematizadora; a contextualização; os processos educacionais participativos; a articulação das dimensões local e global; a produção e disseminação de materiais didáticopedagógicos e sua avaliação crítica; o caráter contínuo e permanente da EA como processo educativo.
Studies have shown the difficulty of implementation of Environmental Education (EE) in Brazilian school context. Given this, the objective of this work is explicit the main attributes of the School EE so that the realization of these attributes subsidize the training of critical-transformative subjects through interdisciplinary teaching practices. To this end, the methodology adopted was based on a theoretical-reflexive study involving the research and the analysis of international and national officials documents dedicated to the Environmental Education for the design of the main attributes of school EE, in the Brazilian educational context. Among the main results it be outstand that the guidelines of public policies related to EE, from the late 1990s, wave to a Critical perspective of EE based on attributes like: the humanist, democratic and participative focus; the consideration of the globalizing conception of environment; the dimension of sustainability; the methodological pluralism in the interdisciplinary perspective. In the context of School EE, it be outstand the Studies have shown the difficulty of implementation of Environmental Education (EE) in Brazilian school context. Given this, the objective of this work is explicit the main attributes of the School EE so that the realization of these attributes subsidize the training of critical-transformative subjects through interdisciplinary teaching practices. To this end, the methodology adopted was based on a theoretical-reflexive study involving the research and the analysis of international and national officials documents dedicated to the Environmental Education for the design of the main attributes of school EE, in the Brazilian educational context. Among the main results it be outstand that the guidelines of public policies related to EE, from the late 1990s, wave to a Critical perspective of EE based on attributes like: the humanist, democratic and participative focus; the consideration of the globalizing conception of environment; the dimension of sustainability; the methodological pluralism in the interdisciplinary perspective. In the context of School EE, it be outstand the
