The environmental education theme in the curricular model of Maranhão: space and time in question

Abstract

It is a documentary and bibliographic study of qualitative nature, in which we walk the path of critical reflection that translates our concerns about the space and time of Environmental Education in the curriculum of Brazilian education and, above all, in the education of Maranhão. Therefore, our understanding of the relationship between education and society is supported by the epistemology and methodology of the pioneers of Critical Theory, namely: THEODOR ADORNO (1985), HERBERT MARCUSE (2015) and MAX HORKHEIMER (1991). Ribeiro's studies (2016) deal with curricular organization and the possibility of hybrid curricula, as can be seen in state documentary sources on the Environmental Education topic: State Policy on Environmental Education, 2010; State Environmental Education Plan, 2018; State Curricular Guidelines for Environmental Education, 2019. For the treatment of documentary and bibliographic information, we used the technique of thematic analysis, by BARDIM (2016), especially in relation to the search for meanings around the data collected regarding the category of curricular organization. Despite the incipient approach on the Environmental Education theme in the BNCC/2018, determines that the New High School must form general interdisciplinary skills, contemplating ethical-emancipatory knowledge about sustainability with the contents of the Environmental Education theme, whose transversal skills must be constitutive of the mandatory curricular programming. However, there is an evident mismatch between what state documents say and the materiality of Environmental Education.