POLÍTICAS DE EDUCAÇÃO AMBIENTAL EM MATO GROSSO: PANORAMA, DESAFIOS E PERSPECTIVAS
POLÍTICAS DE EDUCACIÓN AMBIENTAL EN MATO GROSSO: PANORAMA, DESAFÍOS Y PERSPECTIVAS
REGISTRO DOI: 10.69849/revistaft/ra10202509042123
Samuel Oliveira Cunha1
Prof. Dr. Diogenes José Gusmão Coutinho2
RESUMO: Este artigo analisa o panorama da Educação Ambiental (EA) em Mato Grosso, considerando seus marcos legais, políticas públicas e práticas pedagógicas implementadas no âmbito escolar. A pesquisa, de abordagem qualitativa, caráter exploratório e descritivo, foi desenvolvida a partir de revisão bibliográfica, análise documental e estudo de experiências práticas em escolas municipais e estaduais. Os resultados evidenciam que a institucionalização da EA no Brasil, iniciada com a Política Nacional de Educação Ambiental (Lei nº 9.795/1999), encontrou em Mato Grosso um campo de aplicação singular, marcado pela diversidade biogeográfica e sociocultural. As práticas pedagógicas analisadas — como hortas escolares, oficinas de reciclagem, coleta seletiva e uso de tecnologias digitais — mostraram-se eficazes na internalização de valores socioambientais, especialmente quando integradas ao currículo de forma interdisciplinar e acompanhadas de participação comunitária. Contudo, desafios como a insuficiência da formação docente, limitações estruturais e a descontinuidade de projetos ainda comprometem a efetividade das ações. Conclui-se que o fortalecimento da EA no estado requer investimentos em formação continuada, maior articulação entre escola, sociedade civil e poder público, além do uso de metodologias ativas e recursos tecnológicos. Dessa forma, a EA consolida-se não apenas como instrumento de preservação ambiental, mas como prática educativa transformadora, promotora de cidadania, ética e sustentabilidade.
Palavras-chave: Educação Ambiental; Políticas Públicas; Práticas Pedagógicas; Mato Grosso; Sustentabilidade.
Abstract: This article analyzes the panorama of Environmental Education (EE) in Mato Grosso, considering its legal frameworks, public policies and pedagogical practices implemented in the school environment. The research adopted a qualitative, exploratory and descriptive approach, developed from a bibliographic review, documentary analysis and study of practical experiences in municipal and state schools. The results show that the institutionalization of EE in Brazil, initiated with the National Policy on Environmental Education (Law No. 9,795/1999), found in Mato Grosso a unique field of application, marked by biogeographic and sociocultural diversity. The pedagogical practices analyzed—such as school gardens, recycling workshops, selective collection, and the use of digital technologies—were effective for the internalization of socio-environmental values, especially when they are integrated into the curriculum in an interdisciplinary manner and with community participation. However, challenges such as insufficient teacher training, infrastructure limitations, and the discontinuity of projects still compromise the effectiveness of the actions. It is concluded that the strengthening of EE in the state requires investments in continuous teacher training, greater articulation between school, civil society and public power, as well as the use of active methodologies and technological resources. In this way, EE is consolidated not only as an instrument of environmental preservation, but also as a transformative educational practice that promotes citizenship, ethics and sustainability.
Keywords: Environmental Education; Public Policies; Pedagogical Practices; Mato Grosso; Sustainability.
1 INTRODUCTION
Environmental Education (EE) has consolidated itself as a strategic dimension within public policies, standing out for its ability to form critical citizens, aware of their role in environmental preservation and capable of acting responsibly in society. For Jacobi (2003), EE needs to be evaluated as a political-pedagogical process that includes social participation and sustainability, that is, it is not restricted only to the traditional teaching-learning model, but encompasses the entire school community.
In Brazil, the institutionalization of EE occurred after Law No. 9,795, of April 27, 1999, which instituted the National Policy for Environmental Education (PNEA), determining that the theme should be treated as an essential and permanent component of all levels and modalities of education (BRASIL, 1999).
According to Loureiro (2004), EE acts as a social practice capable of uniting academic and popular knowledge, transforming society-nature relations. Carvalho (2008) complements, emphasizing that EE should not be fragmented into isolated contents, but integrated into the school curriculum in a participatory way, fostering ethical and reflective values.
In the context of public policies, Sorrentino et al. (2005) emphasize that the effectiveness of EE depends on the articulation between different government agencies and the active participation of civil society. In the context of Mato Grosso, territorial diversity — marked by the presence of three biomes (Amazon, Cerrado and Pantanal) and by sociocultural plurality — imposes specific challenges, including pressure on natural resources and the need for regionalized pedagogical practices (Silva; Pereira, 2017).
Molina (2016), when analyzing the routine of a municipal school in Várzea Grande/MT, reinforces that the early insertion of EE in the early grades is fundamental, as children have a greater capacity to internalize environmental habits and values. Kolcenti, Médici and Leão (2020) point out that public schools represent privileged spaces for strengthening environmental awareness through interdisciplinary practices and dialogue with local knowledge. Figueiredo and Nora (2024) highlight that direct experiences in the school environment are decisive for consolidating pro-environmental attitudes, which highlights the importance of continuous and experiential learning.
Given this scenario, this article seeks to map the panorama of EE policies and practices in Mato Grosso, identifying advances, obstacles and perspectives to strengthen its implementation, promoting critical, ethical and socially responsible education.
2 METHODOLOGY
The research adopted a qualitative approach, of an exploratory and descriptive nature, appropriate to the understanding of the relationships between public policies, pedagogical practices and effective results in the formation of socio-environmental awareness (MINAYO, 2001).
The study was developed in three main stages:
- Bibliographic review – analysis of scientific articles, dissertations and institutional documents on EE, with emphasis on Molina (2016), Kolcenti, Médici and Leão (2020), Figueiredo and Nora (2024) and Correa, Sguarezi and Melo (2022).
- Documentary analysis – evaluation of legislation and guidelines such as PNEA (Law No. 9,795/1999), Decree No. 4,281/2002, the National Curriculum Parameters (PCN) and the Environmental Education Guidelines of the Municipal Department of Education of Várzea Grande (2017).
- Integration of practical experiences – analysis of school EE projects, including vegetable gardens, recycling workshops, selective collection and field classes.
The content analysis followed Bardin (2011), structuring the data into four main categories: public policies, pedagogical practices, community participation and challenges.
3 DEVELOPMENT
3.1 Historical overview of Environmental Education in Brazil and Mato Grosso
Studies on EE in Brazil gained strength in the 1970s, especially after international events such as Stockholm (1972) and Tbilisi (1977), which guided the relationship between society and the environment. Despite this, its institutionalization as a public policy occurred only with Law No. 9,795/1999.
In Mato Grosso, the first environmental movements date back to the 1960s, with the work of artists and intellectuals who organized awareness campaigns on the preservation of threatened ecosystems (Pedrotti, 2008). The foundation of the Mato Grosso Association of Ecology (AME) was a historical milestone, contributing decisively to the creation of the Chapada dos Guimarães National Park and to the mobilization against the construction of the Manso Hydroelectric Power Plant (Pignati, 2002).
Institutions such as the Instituto Centro de Vida (ICV), the Ecotropic Foundation and the Pantanal Environmentalist Society reinforced these initiatives, articulating education and social mobilization and pressuring the government to formulate consistent policies (Várzea Grande, 2017). From the 1990s onwards, EE gained strength in schools, with the inclusion of the theme in the PCNs and the promotion of interdisciplinary projects that integrated science, citizenship and sustainability.
3.2 Legal frameworks and public policies
The strengthening of EE in Brazil is intrinsically linked to a solid legal framework. The PNEA (Law No. 9,795/1999) establishes that EE must be an essential and permanent component of national education. Decree No. 4,281/2002 regulates its execution, emphasizing the joint participation of schools, environmental agencies, non-governmental entities and civil society.
The Federal Constitution of 1988 (article 225, item VI) also provided that environmental education should be present at all levels of education, promoting public awareness for the preservation of the environment. For the Ministry of Education (MEC), transversality is central, ensuring that EE is treated in an integrated way, covering ecological, social, economic and cultural dimensions.
ProNEA (2003) brought complementary guidelines, such as interdisciplinarity, decentralization and socio-environmental sustainability, strengthening the Interinstitutional Commissions for Environmental Education (CIEAs) as spaces for democratic participation. At the state and municipal levels, Mato Grosso stands out for initiatives such as the Environmental Education Project (PrEA), of SEDUC/MT, and the Municipal Agenda 21 of Várzea Grande (2007), which articulate social justice, environmental balance and sustainable development (Várzea Grande, 2017).
3.3 Pedagogical practices and curricular integration
For EE to be effective in the school context, it is essential that methodologies encourage the active participation of students and stimulate critical reflection on socio-environmental issues. Molina (2016) points out that practical activities — school gardens, recycling workshops and visits to preservation areas — bring theory and practice closer together and favor the internalization of environmental values.
Kolcenti, Médici and Leão (2020) emphasize that interdisciplinarity is essential, allowing EE to connect with Science, Geography, History, Mathematics and Arts, helping the student to understand the complexity of environmental problems and develop skills to propose creative solutions.
Teacher training is a recurring challenge, as many teachers have not received specific training in EE (Correa; Sguarezi; Melo, 2022). In this context, continuing education programs are indispensable, combining theoretical content and practical experiences.
Figueiredo and Nora (2024) highlight that students’ environmental perception improves significantly when they experience concrete preservation situations. Projects that involve the community, such as cleaning efforts, awareness campaigns and environmental fairs, have a direct impact on the habits and behaviors of students.
The guideline of the Municipal Department of Education of Várzea Grande (2017) recommends that schools incorporate EE into their PPPs on a continuous basis, avoiding that activities are restricted to commemorative dates, establishing goals and evaluation indicators throughout the school year.
3.4 Experiences in schools in Mato Grosso
The study by Molina (2016) at the Maria Barbosa Martins Municipal School of Basic Education, in Várzea Grande/MT, is an example of the practical application of EE. The project involved 60 students, who participated in recycling workshops, selective collection, lectures and field classes. The result revealed a significant increase in students’ understanding of waste disposal and environmental responsibility.
Kolcenti, Médici and Leão (2020) analyzed projects by child environmental agents, training students to multiply environmental information in their communities. Improvements in waste management, water savings and greater family engagement in school actions were observed.
Correa, Sguarezi and Melo (2022) highlight that, despite advances, logistical difficulties persist, such as the absence of recycling cooperatives in some regions. Even so, schools with well-implemented projects showed a reduction in waste destined for landfills and greater participation of students and employees.
Figueiredo and Nora (2024) reinforce that the integration of EE into the curriculum should not be restricted to specific events; Practical activities and direct experiences proved to be more effective in the formation of critical consciousness.
3.5 Digital technology as a tool for Environmental Education
The use of digital technologies at EA has shown increasing promise. Educational games, waste monitoring apps, environmental content sharing platforms, and citizen science projects enable students to become protagonists of their own learning. In addition to facilitating access to information, these tools expand the engagement of the school community and encourage collaboration between students, teachers, and families (Kolcenti; Medici; Leão, 2020).
Digital learning also allows sustainable practices to be monitored and evaluated with concrete data, strengthening the perception of the positive impact of environmental actions. This approach integrates education, technology, and citizenship, making EE more dynamic and aligned with contemporary demands.
3.6 Challenges and prospects
Even with the advances, EE in Mato Grosso faces important obstacles:
- Insufficient training of teachers, who often do not have specific training in EE.
- Limited infrastructure, especially in rural or peripheral schools.
- Discontinuity of projects, due to management changes.
- Low community participation in some regions.
To overcome these challenges, it is necessary to:
- Invest in continuing education, combining theory and practice;
- Create partnerships with NGOs, companies and universities;
- Implement continuous monitoring and evaluation mechanisms;
- Strengthen the Interinstitutional Commissions for Environmental Education (CIEAs);
- Explore digital technologies as allies of learning and social engagement.
EE should be understood as a long-term process, capable of transforming individuals into agents of social and environmental change (Kolcenti; Medici; Leão, 2020). This view dialogues with ProNEA (BRASIL, 2005), which defends the continuity and articulation of actions in different spheres of society.
4 FINAL CONSIDERATIONS
The analysis shows that Environmental Education in Mato Grosso has advanced significantly in recent decades, both in the legal plan and in pedagogical practices. The existence of robust legal frameworks — PNEA, Decree No. 4,281/2002 and PCNs — provides the basis for the insertion of the theme at all levels of education.
However, effectiveness depends on overcoming structural and operational challenges, such as teacher training, infrastructure limitations, and project discontinuity.
The case studies analyzed show that successful initiatives share common characteristics: curricular integration, community participation, articulation with public policies, and continuous evaluation.
It is therefore recommended to invest in the continuing education of teachers, prioritizing active and interdisciplinary methodologies, to expand partnerships with public and private institutions and non-governmental organizations, to create mechanisms for monitoring and evaluating Environmental Education actions, to integrate digital technologies as an innovative and collaborative pedagogical tool, and to strengthen community and school participation in all stages of implementation.
Environmental Education should be understood as a transformative practice, which not only conserves the environment, but strengthens citizenship, ethics and sustainability in all dimensions of collective life, preparing individuals to face the challenges of the future in a conscious and responsible way.
5 REFERENCES
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1Student, Master’s Degree in Educational Sciences Christian Business School-CBS, Florida, United States
2Advisor Professor Dr. PhD in Education and Biology and advisor at CBS-Christian Business University-USA.https://orcid.org/0000-0002-9230-3409
1Discente, Mestrando em Ciências da Educação Christian Business School-CBS, Flórida, Estados Unidos
2Professor Orientador Dr. doutor em educação e biologia e orientador da CBS-Universidade Christian Business School-EUA.https://orcid.org/0000-0002-9230-3409.