Educação Ambiental no sistema socioeducativo: práticas docentes nos anos iniciais do ensino fundamental

Abstract

This research focuses on Environmental Education within the context of the socioeducational system, specifically examining the pedagogical practices developed by teachers in the early years of elementary school at a juvenile detention center. The study is based on the understanding that Environmental Education constitutes a relevant formative instrument for the construction of values, attitudes, and knowledge geared towards sustainability, citizenship, and the social reintegration of adolescents serving socio-educational measures. The general objective is to analyze how environmental issues have been addressed by teachers in this specific context, considering their conceptions, methodologies, and pedagogical challenges. The investigation is characterized as a qualitative, descriptive, and exploratory study, conducted through interviews, observations, and document analysis. It was carried out at the São José de Ribamar/MA Juvenile Detention Center, with the participation of eight teachers. The theoretical framework was based on Bardin (2011), Franco (2008), Gil (2025), Guimarães (2013), Loureiro (2014), Leff (2015), Carvalho (2012), Fazenda (2011), and on documents such as: National Environmental Education Policy - PNEA (Law 9.795/1999), Statute of the Child and Adolescent - ECA (Law No. 8.069/1990), National System of Socio-educational Care - SINASE (Law No. 12.594/2012), National Curriculum Guidelines for Basic Education (DCNEB), among others. As a technicaltechnological product, an environmental educational deck of cards was developed, conceived as a playful pedagogical strategy to promote teaching and learning in environments of deprivation of liberty. The results show that Environmental Education has significant potential to promote critical reflection, socio-emotional development, and strengthen ties with the environment, contributing to more humanized and contextualized educational processes. It concludes that the inclusion of innovative methodologies and pedagogical materials adapted to the socio-educational reality can expand learning possibilities and favor the holistic development of students.