25 YEARS OF THE NATIONAL ENVIRONMENTAL EDUCATION POLICY (PNEA): A CASE STUDY ON THE IMPLEMENTATION OF FORMAL ENVIRONMENTAL EDUCATION IN THE DAILY SCHOOL LIFE OF 120 PUBLIC SCHOOL TEACHERS IN THE MUNICIPALITY OF CABO FRIO, RJ

Objective: The objective of this study is to carry out a critical analysis of the National Environmental Education Policy based on a Case Study with 120 Teachers who are in the classroom, in Public Schools of the Education Network in the Municipality of Cabo Frio, RJ, Brazil. Theoretical Reference: There are several theories and authors who research and write about EA. Historically, it can be said that the first person studied to describe and teach about AE was Raquel Carson, in her book “Silecious Spring” where she described the problems caused by pesticides. Subsequently, there were several international meetings that gave rise to treaties and guidelines on the predatory way in which man deals with the environment in his capitalist model of production. Among the multilateral documents signed by Brazil is the EA Treaty. Currently, we have in practice the EAF resulting from philosophical understandings arising from Federal Law No. 9,795/99 “the EA law”. In contrast to the traditional EA model, our main source of analysis is the theories of “Critical EA”, aimed at building knowledge, awareness, critical cognitions and autonomy of people in relation to their interaction with environmental goods in a sustainable and sustainable way. perennial. Method: The methodology adopted for this research comprises exploratory field research. The technique used in the research was the “Case Study”. The quantitative method was used in the analysis of data obtained from the application of the field research instrument, namely: the questionnaire. Being applied to this statistical analysis. Each proposed question generated a table and a graph where the statistical percentages of the responses of the Teachers who answered the questionnaire are presented. A quantitative and qualitative analysis of the results was then carried out. Results and Discussion: The results obtained confirm the hypotheses raised, as they demonstrate a lack in the training of undergraduates in undergraduate courses in relation to the EA theme, as well as an incipient and ineffective practice of formal EA in the daily lives of the Teachers surveyed. Implications of the Research: The practical and theoretical implications of this research are visible given the demonstration of a reality of the researched that is replicated throughout the education network of the researched municipality and possibly of Public School Teachers throughout the State of RJ. Originality/Value: This study significantly contributes to enriching the theory and practice of EAF, as it portrays the current scenario of teaching practice in relation to EAF in municipal schools with actuality and truth, demonstrating the obstacles, flaws and ways to be taken to make a constitutional right effective, namely the right to EA.