Educação ambiental a partir da metodologia Eco Escola: uma análise do conhecimento e comportamento de alunos do ensino fundamental

Abstract

This study aimed to analyze the organization of environmental education in elementary schools based on the curriculum proposed by the Association of Municipalities of Western Paraná (AMOP), as well as to evaluate the impacts of educational activities grounded in the principles of the Eco-Schools Program on students’ environmental knowledge and behaviors. The research is justified by the growing need to consolidate systematic pedagogical practices in environmental education within schools, considering its predominantly transversal presence and often fragmented incorporation in curricula. Methodologically, a qualitative-quantitative, interpretative approach was employed, organized into two complementary phases. The first phase involved a documentary analysis of the AMOP curriculum to understand how environmental education is structured, distributed, and guided regionally. The second phase included the development, implementation, and monitoring of educational workshops based on the EcoSchools principles, covering topics such as conscious water use, energy efficiency, solid waste, recycling, and medicinal/herb gardens, with students from 1st to 5th grades in a municipal school. Data were collected through diagnostic questionnaires applied before and after the interventions, enabling a comparative analysis of students’ environmental knowledge and practices. The documentary analysis showed that envi ronmental education is present transversally in the curriculum but still exhibits signs of fragmentation and limited systematization. Workshop results indicated significant improvements in students’ understanding of environmental topics, as well as positive changes in attitudes and behaviors related to sustainability, demonstrating increased awareness, engagement, and environmental responsibility. It is concluded that alt hough the curriculum includes environmental education, greater articulation and sys tematization of its guidelines are needed. Moreover, the educational activities devel oped demonstrate significant potential to strengthen environmental education in schools, serving as relevant pedagogical strategies for the formation of critical, en gaged, and environmentally responsible individuals.