The organization of pedagogical work in the early years of elementary school: an analysis in light of the National Curriculum Guidelines for Environmental Education

Abstract

Recognizing Environmental Education as a strategic tool for addressing the contemporary socio-environmental crisis, the National Curriculum Guidelines for Environmental Education establish its transversal, continuous, and permanent integration at all levels and modalities of Basic Education. However, in the context of rural education, historically marked by the overvaluation of urban socio-cultural references, the insertion of these guidelines is weakened, compromising its potential for promoting sustainable development. The objective was to analyze the organization and development of pedagogical work in Environmental Education in the Initial Years of Elementary School, in light of the National Curriculum Guidelines for Environmental Education, in municipal schools located in the rural area of ​​Cabaceiras do Paraguaçu – BA. Conducted in 15 schools, it adopted a qualitative, descriptive, and documentary approach, authorized by opinion nº7,904,588. Data collection involved document analysis and semi-structured interviews with pedagogical coordinators. The data were submitted to Content Analysis (Bardin). The results revealed weaknesses in the integration of Environmental Education into guiding documents and pedagogical practices, characterized by the silencing of the topic and its sporadic treatment throughout the school year. It is concluded that pedagogical work in Environmental Education requires more consistent local guidelines and mediating instruments capable of overcoming the fragmentation and disarticulation of pedagogical practices.