Profile of State and Municipal Schools in the Municipality of Itacoatiara: Environmental Education Context

The natural environment is essential to life because it is through it that it is possible to extract resources for living beings that are inserted in it. For this, a balance of living beings and the environment is necessary through environmental awareness. The research objectives are to obtain the profile of the analyzed schools, observing how EE is applied in the public network of the municipality, in order to create a manual of practices of applicability of Environmental Education in schools. The research was carried out in thirteen public schools in the city of Itacoatiara/Am. Authorizations were obtained for the visits, observing how the theme is applied in schools and whether they have environmental projects. After the visits, an online questionnaire was applied to teachers and students to detect the qualities and deficiencies of the schools. Finally, the profile of the schools was obtained in order to develop an interdisciplinary application manual in schools in the Amazon. As a result, it was found that public schools are more prepared to work on these themes, and in support of pedagogical resources, given the lack of municipal schools, which, in addition to the lack of material, do not have the application of environmental projects as in state schools in that all apply at least one. All teachers are interested in working in an interdisciplinary way, as the topics are only worked in the classroom and according to the students' results, they are not attractive. It is concluded that there are many deficiencies that need to be corrected, be they structural, pedagogical and material that could benefit the teaching of EE, and thus, make the practices more attractive to the students.


Introduction
The natural environment is essential to life because it is through it that it is possible to extract resources for the living beings that are inserted in it, in addition to providing us with a strong integration with both the original nature, and equally with the soil, water, air, the flora, (SANTANA, 2021; SOUTO and ALVES, 2022).
For this balance and/or harmony between living beings and the natural and urban environment to occur, an awareness of preservation from childhood is necessary, reaching an adult with more conscious habits (LOPES

Methodology
This research was developed in the educational context of state and municipal schools in the city of Itacoatiara, in the interior of the state of Amazonas. The city is located 269 km away from the capital ( Figure   1), with access by land through the state highway AM 010, being the fifth city in the state economy ranking.  To obtain the profile of schools in the municipality in relation to EE, the first step of the research took place through contact with education managers in the municipality SEDUC through its regional coordination of education and Municipal Department of Education -SEMED. The objective of the contact with the managers was precisely to obtain the necessary authorizations to carry out the research in the schools, as observations would be carried out in loco to obtain information on the profile of each school, in addition to observing the ways in which they develop themes such as sustainability and environment. In those that develop the theme, it was observed if any project is developed, and in the cases that occurs, if there is any specific methodology used in a systematic way. Subsequently, it was observed if, in the case of any project/ and or research, it has

Profile of State and Municipal Schools in the Municipality of Itacoatiara: Environmental Education Context
International Journal for Innovation Education and Research, Vol.10 No.10 (2022), pg. 77 been applied in schools, if it comes to add to the experiences and experiences already used in schools. To this end, the scope of the research will be 13 schools in the education networks ( Figure 2).

Figure 2: List of schools analyzed
In addition, the work was developed with school managers, employees, teachers from different disciplines and students to obtain information if these practices are sufficient and attractive for their teaching and learning. To obtain quantitative results, online questionnaires were applied where the questions were exclusively related to environmental education in their respective schools.
After analyzing the data, where the qualities and deficiencies found in the schools surveyed will be detected, three models of Environmental Education Manuals for schools will be elaborated, being them of an interdisciplinary characteristic, that allow to assist in the elaboration of environmental projects and that allow the teachers to work them in an interdisciplinary way. Thus, with the development of the profile of the municipality, in the future, an EA Applicability Manual will be built in the state of Amazonas.

Criteria analyzed during visits
During the on-site visits, it was possible to observe some criteria developed by the research, which are related to schools, such as: physical structure, subjects that address environmental issues and their respective series, existence of EE projects and practices. In addition to these, additional criteria were analyzed such as the availability of pedagogical support resources such as computers, Datashow, internet access, way of developing and the students' interest in developing environmental and interdisciplinary themes. Figure 3 shows the analyzed criteria referring to the school and the teachers during the first visits carried out in the 13   When asked if all grades work on at least one EE topic in their respective disciplines, 100% of teachers from the state network said yes. At the same time, 80% of the professors stated that they have pedagogical material to develop EE, and they also have a physical structure for the practices (80%).

Regarding Schools
Physical structure of schools  In contrast to the positive points seen in state schools, some items that we consider as deficiencies and/or negative points in the education network in relation to the planning of activities were also analyzed. When the interdisciplinarity in the application of EE was approached, 100% of the professors answered that this practice is not applied, emphasizing the lack of planning for this. This was discussed in Procópio et al., (2021), where the authors showed the need to work on EE in an interdisciplinary way. Also presented as negative points in the state network, 100% said that the school does not properly separate and recycle the waste generated at the school. Furthermore, even schools that apply EE in the classroom, 100% of respondents say that they are not attractive ( Figure 5).     During the on-site visits, it was found that the information collected in these were the time of the visit, and some did not feel comfortable expressing their opinion on the possible problems at school. Thus, a digital questionnaire was prepared with carefully formulated questions for the faculty and students of the schools, adding additional information to the visit. With the collaboration of the managers, the questionnaire link was sent directly to the interviewee through institutional WhatsApp groups, preserving anonymity.
The questionnaire had a strong adhesion being answered by 181 teachers, considering that between the two education networks, the city has an average of 1322 teachers between the state and municipal networks. To analyze the answers, it was decided to divide the schools according to the education network to which they belong, thus: eight state schools and five municipal schools.
The physical space in a school is a factor of well-being and student learning in the school environment In relation to high school subjects, Graph 2b shows that around 72% of respondents answered that Biology is the priority subject in the development of environmental themes, while 15% cited the subject of geography,

Profile of State and Municipal Schools in the Municipality of Itacoatiara: Environmental Education Context
International Journal for Innovation Education and Research, Vol.10 No.10 (2022), pg. 83 that expose economically vulnerable social groups in conditions of environmental risk." Well, we know that in high school the subjects are more diversified and that somehow and at some point all of them have to work on themes related to the environment, this responsibility is taken away.
Graph 2: Subjects that work with EA: a) elementary education; b) high school Also, respondents were asked about their academic background and whether it is related to the subjects they currently teach. It is possible to verify through Graph 3, that 84.5% of the teachers responded that their training is the same area or similar to that of the subject they teach at school, however, 28 people or 15.5% responded that teachers do not have this proper training in the discipline. Analyzing these numbers, it is observed that both education networks have teachers who teach classes that are completely different from their academic training, but that the municipal network of Itacoatiara stands out compared to the state network, which often impairs the proper development of activities. However, it is noteworthy that an effective way to involve EE in any elementary and high school subjects would be through recreational activities such as games, cultural competitions, and tours, where students could experience the practices. Involving several disciplines in the applicability of EE, thus, the responsibility to execute them would not be of a single teacher, being this one of the barriers in the development of the activities.
In addition, Zannata et al., (2013), Silva and Silveira Junior (2022) show that interdisciplinarity in the context of EE helps to solve practical problems, becoming a tool in the socialization of discourse and the socioenvironmental perspective. properly. Given the relevance of EE in the current scenario, respondents were asked whether they recognized this importance (Graph 5b). All responded that they recognized the importance of the topic. Despite this positive analysis, it was observed that teachers do not apply the theme continuously.

Conclusion
The educational system is constantly under construction, overcoming its mistakes and trying to adapt to local realities, adding and overcoming efforts so that it actually takes on an interdisciplinary character. It can be seen that the theoretical frameworks presented in this research offer support that adds to the teaching method of educators, who encourage methods to incorporate interdisciplinary practices in Environmental Education.
Using 13 public schools in Itacoatiara -AM as a research model, a whole process of data collection was carried out so that the profile of each school could be carried out, including state and municipal schools, evaluating and guiding their benefits and deficiencies.
It was noticed throughout the research process that there are many deficiencies that need to be corrected, be they structural, pedagogical and material that could benefit the teaching of EE, and thus, make the practices more attractive to the students. Still, it was observed that these activities fall exclusively to the teacher of specific subjects who often fail to develop attractive educational practices due to excessive work or lack of support and material and teaching. We emphasize the need to explore the concepts of the environment through EE in schools, because it is through it and with the support of the family and society that we will be able to change the current reality.