Environmental education in the social representations of teachers and the importance of the green room project

Abstract

Here, we use a quali-quantitative approach to analyze the social representations of Environmental Education (EE) of teachers in Elementary School II. We focus on the Green Room Project, coordinated by the Department of Environmental Education of the Ministry of the Environment, which aims to disseminate socio-environmental spaces in Brazilian municipalities, including Taubate, in the Paraiba Valley of Sao Paulo, which is the subject of this study. Data collection was performed in two stages: first, we applied the questionnaire to 388 teachers and, subsequently, 7 teachers were selected for the interview. The texts were systematized in Alceste software and classified into discourse groups. We analyze two classes that organize the teachers' representations according to the importance given by them to EE. The results show the importance of continuing education for the implementation of EE in schools in an interdisciplinary way.