Environmental topics in school subjects

As a promoter of meaningful learning, schools must seek mechanisms that also envisage internal changes among those involved. When it comes to environmental education, schools are one of the means for its development, as they are an instrument of social change that encourages community participation, enabling greater involvement with the local reality and integrating pedagogical practices with the needs and demands of society. In this sense, the present study sought to analyse the extent to which the environmental themes recommended in official documents are echoed in the formal educational environment of state secondary schools in the city of Garanhuns, Pernambuco. The research used the analysis of official documents, interviews and questionnaires with managers, teachers and students to collect data. The analysis of the data allowed us to conclude that between what is planned and what is possible lies teacher autonomy. This autonomy points to a professional and pedagogical training process that, using efficient mechanisms, can promote Environmental Education in schools.