Tessituras curriculares para educação ambiental nos anos iniciais do ensino fundamental em Lábrea, sul do Amazonas.

Abstract

The intensification of environmental degradation, climate change, and socio-environmental disasters has established Environmental Education (EE) as a strategic axis in forming critical, conscious, and engaged individuals committed to building sustainable societies. In this context, it is urgent that schools move beyond content-based teaching and adopt pedagogical practices aimed at social and ecological transformation. This dissertation aimed to understand how Environmental Education is developed in the Political-Pedagogical Projects (PPPs) of elementary schools in the municipal network of Lábrea, located in southern Amazonas. The research followed a qualitative approach, based on document analysis of the Municipal Curriculum Pedagogical Proposal (PP&C) and eight school PPPs, using the thematic analysis technique proposed by Braun and Clarke (2006). The results indicate the presence of EE in the documents under three main tendencies: critical, systemic, and, to a lesser extent, conservative. Some schools show alignment with emancipatory conceptions, recognizing the environment as a space for social and political construction, consistent with authors such as Loureiro (2021) and with guidelines like the National Environmental Education Policy (PNEA), the Brazilian National Common Core Curriculum (BNCC), and the 2030 Agenda. However, there is a noticeable gap between the discourse in the documents and the actual pedagogical practices, which are often fragmented, lacking systematic planning, sufficient teacher training, and institutional support. Despite these challenges, some schools stand out with meaningful experiences that integrate EE with democratic management and local knowledge. It is concluded that, although educational documents in Lábrea reflect conceptual advances, the effective implementation of EE as a critical, transversal, and context-based pedagogical practice still requires investment in ongoing teacher training, appreciation of school autonomy, and stronger ties between schools and communities. Environmental Education must be understood not merely as a legal requirement, but as an ethical and political commitment to building more just, democratic, and ecologically balanced futures.