Educação ambiental nas escolas: uma análise dos projetos político-pedagógicos

Abstract

This research analyzes how environmental education is included in the Political-Pedagogical Projects (PPPs) of three municipal schools in Uruçuí, Piauí, Brazil. The research adopted a qualitative approach and examined documents updated between 2023 and 2024 to identify political and methodological indicators of environmental education. Results showed that only two schools (named A and B) include the environmental theme in their PPPs, but in a limited and unsystematic way, while the third school (C) does not mention the theme at all. The recorded actions focus on lectures and awareness campaigns, without continuity or full curricular integration. There was also little articulation with the community and a lack of encouragement for student protagonism. The study emphasizes that implementing environmental education depends on institutional commitment, continuous teacher training, and the adoption of active and interdisciplinary methodologies. To promote critical and transformative education, it is essential that PPPs incorporate environmental education as a cross-cutting theme integrated into all areas of knowledge, contributing to the formation of conscious, critical citizens committed to sustainability and socio-environmental justice