Made available in DSpace on 2016-04-04T18:32:29Z (GMT). No. of bitstreams: 1 Rosilene Amelia 1.pdf: 550436 bytes, checksum: a4a14d0851508b7c83fdd15409514517 (MD5) Previous issue date: 2006-08-04 / The present objective work to contribute for practical pedagogical related to the continued formation of teachers, promoting, through the school, the social political understanding of the ambient questions, from the estimated ones of the critical Ambient Education. The research, carried through by means of study of case in a public school that takes care of pupils of cycle II (5? 8? series of Basic Ensino) of the State Net of Education, in the city of Campinas, southeastern region of the State of S?o Paulo analyzed, specifically, the project Water today and always: sustainable consumption of the State Secretariat of Education. Our option theoretician-metodol?gica is structuralized in Guimar?es (2000), Tozoni-Reis (2004) and Jacobi (2005). We use, as instrumental of inquiry and collects of data with the participant citizens, daily of field and half-structuralized questionnaire, with open and closed questions directed to the teachers of the Unit in study, operating in the mentioned project. As result of this inquiry, we evidence from the proximity with these citizens, ambiguous vision, especially in projects of Ambient Education, when we look for to detect if practical the pedagogical one is in accord with the estimated ones of the critical Ambient Education. It still has, difficulty in delimiting a critical position or conservative of the teachers, who we believe to be related to a process of construction of new pedagogical proposals, in which the trends still are being defined. We consider necessary that a work collective is stimulated in the school, capable to unchain reflections and action, leading the professor to understand the complexity of the ambient questions, in a continuous process of formation of the critical teacher. / O presente trabalho objetiva contribuir para pr?ticas pedag?gicas relacionadas ? forma??o continuada de professores, promovendo, atrav?s da escola, a compreens?o s?cio-pol?tica das quest?es ambientais, a partir dos pressupostos da Educa??o Ambiental cr?tica. A pesquisa, realizada por meio de estudo de caso em uma escola p?blica que atende alunos do Ciclo II (5? a 8? s?ries do Ensino Fundamental) da Rede Estadual de Ensino, na cidade de Campinas, regi?o sudeste do Estado de S?o Paulo analisou, especificamente, o projeto ?gua hoje e sempre: consumo sustent?vel da Secretaria Estadual de Educa??o. Nossa op??o te?rico-metodol?gica est? estruturada em Guimar?es (2000), Tozoni-Reis (2004) e Jacobi (2005). Utilizamos, como instrumental de investiga??o e coleta de dados com os sujeitos participantes, di?rio de campo e question?rio semi-estruturado, com perguntas abertas e fechadas encaminhadas aos docentes da Unidade em estudo, atuantes no projeto mencionado. Como resultado desta investiga??o, constatamos a partir da proximidade com esses sujeitos, vis?es amb?guas, especialmente em projetos de Educa??o Ambiental, quando procuramos detectar se a pr?tica pedag?gica est? em conson?ncia com os pressupostos da Educa??o Ambiental cr?tica. H? ainda, dificuldade em delimitar uma postura cr?tica ou conservadora dos professores, que acreditamos estar relacionada a um processo de constru??o de novas propostas pedag?gicas, nas quais as tend?ncias ainda est?o sendo definidas. Consideramos necess?rio que seja incentivado na escola um trabalho coletivo, capaz de desencadear reflex?es e a??es, levando o professor a compreender a complexidade das quest?es ambientais, em um processo cont?nuo de forma??o do professor cr?tico.