Open AccessPERCEPTION INDEX OF ENVIRONMENTAL EDUCATION IN FUNDAMENTAL EDUCATION SCHOOLS IN A CITY ON THE BRAZIL / BOLIVIA FRONTIER
Author(s) -
Carlos Alberto Paraguassú-Chaves,
Fábio Robson Casara Cavalcante,
Carla Dolezel Trindade,
Simão Aznar Filho,
Ana Maria Morais da Fonsêca Cavalcante,
Sílvia Bezerra de Góes,
Vitor Akira Uesugui Costa,
Fabrício Moraes de Almeida,
Lenita Rodrigues Moreira Dantas
Publication year - 2021
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol9.iss5.3094
Subject(s) - index (typography) , perception , environmental education , scope (computer science) , indigenous , geography , economic growth , sociology , psychology , socioeconomics , pedagogy , economics , computer science , ecology , neuroscience , world wide web , biology , programming language
Objective: to analyze the Environmental Education Perception Index in the light of national curricular parameters (PCN’s) within the scope of elementary education in state schools in the city of Guajará-Mirim, Rondônia, on the Brazil / Bolivia border. Method: for this study, factor analysis was used as a mechanism for building performance indices for each parameter studied. The Statistical Package for the Social Sciences - SPSS [30] tool was used to determine the proposed indexes that followed the scale advocated by Hair et al [21]. Results: the results presented by the teachers of the 4 schools correspond to the perception index considered “good” with an average index of 0.699. The average perception index of school technicians and managers was 0.591, considered a “regular” index. The students had an average performance of 0.537, considered a “regular” performance index. The general IPEA among all schools surveyed was considered “regular” with a performance index of 0.597. Conclusion: the fact that Guajará-Mirim has 92% of its territory occupied by Conservation Units and Indigenous Lands and a strong environmental policy does not correspond to the level of abstraction applied by formal Environmental Education. Environmental Education given in Guajará-Mirim elementary schools imposes considerable risks on the environmental conscience of future generations, as it presents certain deficiencies in fulfilling its institutional role as a social transformer, configuring itself as a limiter of sustainable development and awareness environmental.