Environmental Education in the microcontexts of curriculum production in school

ABSTRACT This study aimed to analyze the insertion of environmental education (EE) in political microprocesses of curriculum production in two elementary schools located in Pernambuco. We took as theoretical and methodological framework the approach of the policy cycle, focusing on the context of practice. The research methodology included participant observation techniques, documentary analysis and semi-structured interviews. The results show the existence of interdependent political micro contexts that, in articulation, establish the spaces and ways of inserting environmental education in schools. Thus, we see environmental education contemplated in both schools in didactic projects associated with transversal themes and contents of curricular components based on expectations and political processes of curricular definition. Each of these contexts presents its particularities that focus on the curricular elaboration and the method of insertion of the EE in educational practices. However, a common element that appears in the results is a lack of reference to the national curricular policies of EE in the texts and school discourses, a fact that leads us to assume a certain misstep in the macro contexts of the production cycle of EE policies for basic education.