Entre o planejamento e a prática: mediações institucionais e pedagógicas em um projeto de educação ambiental na escola pública amazônica.

Abstract

The inclusion of Environmental Education in everyday school life does not depend only on the presence of socio-environmental themes in the curriculum, but also on the institutional and pedagogical conditions that enable its continuity. This article analyzes the mediations that influenced the development of an Environmental Education project in a public school in the municipality of Breu Branco, Pará, Brazil, considering the perceptions of the education professionals involved in the experience. This is a case study with a predominantly qualitative approach, supported by descriptive quantitative data. The main corpus consisted of a questionnaire answered by 26 education professionals from the investigated school. As a complementary source, statements from 11 science teachers who participated in an interschool pedagogical meeting were considered. Quantitative data were organized using frequencies and percentages, while open-ended responses were examined through content analysis. The results show that 88.5% of the professionals classified their involvement in the project as intense or moderate. Among the participants, 96.2% positively evaluated the project’s contribution to student learning, and all identified some level of change, although perceived at different intensities. The responses also pointed to limitations related to infrastructure, financial resources, pedagogical time, family participation, and unequal involvement among participants. It is concluded that the continuity of Environmental Education projects depends on collective planning, curricular integration, management support, and professional participation. Practical activities provide relevant formative opportunities but do not, by themselves, ensure the consolidation of critical socio-environmental education.