Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-29T22:12:46Z No. of bitstreams: 1 MagnusJoseBarrosGonzaga_TESE.pdf: 1485280 bytes, checksum: 9443c3f496cca3ae3fb73bca28f3eff5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-01T23:20:09Z (GMT) No. of bitstreams: 1 MagnusJoseBarrosGonzaga_TESE.pdf: 1485280 bytes, checksum: 9443c3f496cca3ae3fb73bca28f3eff5 (MD5) / Made available in DSpace on 2016-03-01T23:20:09Z (GMT). No. of bitstreams: 1 MagnusJoseBarrosGonzaga_TESE.pdf: 1485280 bytes, checksum: 9443c3f496cca3ae3fb73bca28f3eff5 (MD5) Previous issue date: 2014-06-26 / A Educa??o Ambiental constitui-se em um campo de conhecimento plural e diversificado, abrangendo um conjunto de agentes sociais, setores do Estado, do governo e da sociedade civil, vis?es de mundo e matrizes te?ricas diferenciadas que exerceram e influenciaram a sua genealogia e din?mica constitutiva. Enquanto campo de conhecimento espec?fico, sua proje??o mundial remonta ? d?cada de 1960, quando ganhou visibilidade o movimento ambientalista. No Brasil, a Educa??o Ambiental vem sendo produzida, sistematizada e difundida, nas ?ltimas d?cadas, tanto por organismos oficiais do Estado, por meio das pol?ticas p?blicas, como por movimentos sociais de educa??o popular, constituindo-se num amplo e importante movimento hist?rico sobre a quest?o ambiental. No que diz respeito ? sua institucionaliza??o em forma de pol?tica p?blica, de programas e a??es espec?ficas no ?mbito da iniciativa do Estado brasileiro, a aprova??o da Lei n. 9.795/99 e do Decreto n? 4.281/99, que criam e regulamentam, respectivamente, a Pol?tica Nacional de Educa??o Ambiental (Pnea), representa a consolida??o de um processo de inclus?o da dimens?o ambiental no setor educacional do pa?s. Esses atos normativos, al?m de delegar incumb?ncia ao poder p?blico para defini??o de pol?ticas p?blicas que assegurem e promovam a Educa??o Ambiental em todos os n?veis, etapas e modalidades de ensino, tamb?m incumbem ?s institui??es educativas o dever de promover esse componente curricular de maneira integrada e articulada aos programas educacionais que tais institui??es desenvolvem. Diante desse cen?rio, buscamos identificar e analisar, ? luz te?rico-metodol?gica do materialismo hist?rico dial?tico, as pr?ticas e concep??es desenvolvidas na Universidade Federal do Rio Grande do Norte (UFRN), no que diz respeito ? sua pol?tica institucional de Educa??o Ambiental, relacionando-a ao que estabelece a Pnea. A an?lise foi feita com base na legisla??o espec?fica sobre o tema e em documentos institucionais da UFRN. A pesquisa evidenciou que, em linhas gerais, a Pol?tica Nacional de Educa??o Ambiental apresenta limites quanto a sua efetiva??o, haja vista a aus?ncia de financiamento espec?fico para tal fim e o pouco envolvimento dos poderes p?blicos na medida em que o Estado brasileiro n?o assume, por meio de pol?ticas efetivas, as condi??es materiais de financiamento das a??es no que diz respeito a esse campo da educa??o. No que tange ? UFRN, as a??es existentes nesse campo s?o pontuais, tempor?rias e espec?ficas, desenvolvidas por setores departamentais, grupos de pesquisas e por meio de projetos de extens?o, portanto, sem a coes?o, o planejamento, a abrang?ncia, a articula??o e o suporte institucional que se espera encontrar numa efetiva e clara pol?tica institucional. A forma fragmentada e desarticulada com que as a??es analisadas s?o desenvolvidas constitui em um limite, frente ao desafio para que a UFRN implemente, consequente e objetivamente, uma pol?tica de Educa??o Ambiental, que possa ser acompanhada e avaliada enquanto pol?tica p?blica eficaz, tanto nos marcos dos objetivos maiores da pr?pria Pnea quanto das demandas de desenvolvimento que se paute numa perspectiva socioambiental cr?tica. / The Environmental Education is a plural and diversified knowledge field, composed by a group of social agents of specific State, government and civil society sectors, with different world views and theoretical matrices that exercised and influenced its genealogy and constitutive dynamic. The Environmental Education ? while specific knowledge field ? has been produced, systematized and diffused in Brazil in the last decades by official State organisms, through public policies, as well as by social movements of popular education, and constitutes a large and historical movement about the environmental question, that was worldwide projected in the 1960 decade (the environmentalist movement). Concerning the creation of public policies and specific programs to the Environmental Education, in the scope of the governmental initiative, the approval of the National Policy of Environmental Education, by means of the Law n. 9.795/99 ? together with its regulatory decree, the Decree n? 4.281 ? represents the consolidation of a inclusion process of the environmental dimension in the educational field. These normative acts, beyond charging the public power with the incumbency to define public policies that incorporate the environmental dimension and to promote the Environmental Education in all education levels, also charge the educational institution with the duty of promoting this component in an integrated and articulated way with the educational programs that such institutions develop. In this context, it is aimed to identify and analyze under the light of the dialectical and historical materialism, the practices and concepts developed under the Federal University of Rio Grande do Norte (UFRN), with regard to its institutional policy on Environmental Education, relating it to establishing the Pnea. The analysis by means specific legislation on the subject and institutional documents UFRN. The research showed that, in general, the National Environmental Education Policy has limits to its effectiveness given the absence of specific funding for this purpose and the little government involvement in that the Brazilian State assumes, by through effective policies, the material conditions of financing actions with respect to this field of education. The fragmented and disjointed way the analyzed actions are developed constitutes a limit to the challenge for the UFRN implement, consistently and objectively, an Environmental Education policy, which can be monitored and evaluated as an effective public policy, both landmarks major goal of own Pnea as the demands of development whose agenda a critical environmental perspective.