Área verde na escola: uma exploração na cidade de Imperatriz

Abstract

The environment is essential to human life. The man as well as other species, is part of the environment. Although, by men, this relationship has been shown in anthropocentric way, so brings today the demanding challenge of conservation and environmental sustainability. Identify the school as an important institution to contribute to the process of changing the utilitarian and managerial way that man has with the environment. But how schools are moving towards that? One of the factors that depict this process is the green areas in the physical structure of the schools (trees, vegetable gardens, gardens). Thus it aimed to characterize and analyze the green areas of public schools in Imperatriz municipality considering the proposals of the "Ground Zero School" and its relationship with the school population. In addition to making a survey of the green area, the temperature in the classrooms, the number of trees, vegetable garden and gardens. The study design is an observational study, descriptive survey, documentary, bibliographic and quantitative. The collection allowed us to observe: the number of students and teachers per class; the total areas, built areas and green areas or free; the characterization of the green area; and thermal comfort. So describe the public school Imperatriz - MA with a relatively high for construction area population, implying a possible clustering in small spaces, even with total area corresponding to current demand. Identify that there are possibilities of expanding the green area, because it has a large free area. This free area presents with little green, i.e. few trees, one every 227m² of the total area; few gardens and disabled; and small careless gardens. There is vegetation, basically bush, with little grass. Besides this fact, still it is evidenced the fact that many schools do not have green area, with a total area equal to the built area. Thermal comfort is provided by air conditioning and fans with high energy consumption and proved to be insufficient for adequate temperature in classrooms that are on average 30°C equivalent to temperatures of yards away to provide adequate thermal comfort. I conclude that the space identified by the survey reflects the reduction of educational activities to the environment in schools. The scarcity of these actions at school shows that the environment is not a priority and also not put in place equality other areas of knowledge. This brings incalculable consequences, because people form far from a socio-environmental design and contribute to maintain an anthropocentric vision of a society without environmental values. Given this reality, added the posture of educational administrations and governments, to cancel the public policies that promote environmental education through specific discipline, presenting only educational guidelines within the transversality and interdisciplinarity. We consider it important that the science of nature is represented with a compulsory curricular component, provisionally, for an evaluation, then discuss a proposal that aligns to our needs and culture.