Environmental Education and Pedagogical Practice: a necessary dialogue

According to the National Curriculum Guidelines for Environmental Education - DCNEA (BRAZIL, 2012), Environmental Education must be present in the formal education curriculum, in a continuous, permanent and interdisciplinary way. Based on this perspective, the objective of this study was to identify, through the teachers' report, how the EA Practices of the Equity Project of the Curitiba-PR Municipal Network are developed. As a methodological proposal, three instruments of data collection, bibliographic research, documentary analysis and questionnaire were delimited. As for the questionnaire, the same was done through the Delphi technique, carried out with the teachers of the Environmental Education Practice, of schools participating in the Equity Project. The results pointed to the need for greater theoretical and methodological subsidies to teachers, so that they can promote more meaningful learning through EE practices, thus pointing to the relevance of working with problems that affect mainly the local region, thus allowing an involvement greater importance on the part of the teacher, bringing essential reflections for the environmental theme, being they cultural, social, economic, political and historical.