O objetivo deste estudo foi verificar o trabalho desenvolvido com os Parâmetros Curriculares Nacionais – PCN e, vinculados a eles, os temas transversais e o tema meio ambiente. Para isso foram entrevistados 47 professores de 24 municípios da rede pública de ensino do estado de Goiás - Brasil. Verificou-se que os professores têm dificuldades na compreensão do conceito de transversalidade, mesmo assim, todos trabalham os temas transversais em suas disciplinas, inclusive o tema meio ambiente. Essa abordagem vem sendo realizada de maneira reducionista principalmente pela falta de preparação do professor para abranger essa nova dimensão do processo educacional que faz com que os temas transversais sejam relacionados a disciplinas específicas, fugindo às bases da transversalidade e sobrecarrega o professor, pois além de trabalhar os conteúdos disciplinares deve também abordar os temas transversais. Ficou evidenciado que os problemas encontrados no trabalho dos professores com os PCN não estão relacionados à falta de empenho do professor, mas às próprias deficiências da sua formação inicial, à falta de tempo para se envolver nessa nova proposta e à falta de recursos operacionais.
This study aims at identifying the work undertaken by teachers on the National Curriculum Parameters (PCN) and consequently, the transdisciplinary themes including that of environment. Forty-seven public school teachers from twenty municipalities in Goiás, Brazil, were interviewed. Copies of the Parameters to which all had access had been distributed in all the public schools. Teachers were seen to have difficulty in understanding the concept of transdisciplinarity. Nevertheless, all work with these transdisciplinary themes, including the environment, within their subjects. They are approached in a reductionist manner principally because of teachers’ lack of preparation for embracing this new dimension of the educational process. This lack of preparation in teachers who did not participate in the process of drawing up and implementing the PCNs leads to the transdisciplinary themes being related to specific subjects. It was evident that the problems encountered in teachers’ work with the PCNs are not related to a lack of effort on the part of the teachers who, despite the difficulties, strive to implement this new educational proposal. These problems are related to deficiencies in initial formation, insufficient time for involvement with a new educational proposal and a lack of operational resources.
