<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100139</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.83004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação ambiental em Duque de Caxias, RJ: contradições entre o discurso hegemônico e as questões socioambientais do território]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental EDUCation in Duque de Caxias, RJ: contradictions between hegemonic discourse and the socio-environmental issues of the territory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Floriano]]></surname>
<given-names><![CDATA[Marcio Douglas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loureiro]]></surname>
<given-names><![CDATA[Carlos Frederico Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação de Apoio a Escola Técnica  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo discute a entrada de projetos de Educação Ambiental formulados por empresas em escolas públicas de Duque de Caxias, na Região Metropolitana do Rio de Janeiro. Ancorou-se teoricamente em pressupostos da Educação Ambiental Crítica e da Ecologia Política. Buscou-se apreender a lógica que norteia tais projetos e se eles colaboram para a precarização do trabalho docente e o enfraquecimento da autonomia da escola pública. Por outro lado, também constituiu objetivo verificar a relevância de tais projetos no enfrentamento das questões socioambientais do entorno das escolas. A opção metodológica foi a pesquisa qualitativa baseada na análise documental, na observação participante e em entrevistas com professoras de três escolas municipais da região. Nesse sentido, analisaram-se projetos de educação ambiental desenvolvidos nas unidades escolares por duas empresas situadas no Polo Petroquímico de Duque de Caxias (Reduc e Arlanxeo). Pode-se concluir que a entrada dessas empresas nas escolas acentua a precarização do trabalho docente e a expropriação dos conhecimentos das professoras, ao mesmo tempo em que fomenta uma postura conciliatória e pouco crítica dos alunos, se abstendo do enfrentamento das questões socioambientais que impactam nas condições de existência dos alunos e das comunidades da região.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the entry of environmental education projects formulated by companies in public schools in Duque de Caxias, in the Metropolitan Region of Rio de Janeiro. It was theoretically anchored in assumptions of Environmental education, Criticism and Political Ecology. We sought to apprehend the logic that guides such projects and whether they contribute to the precariousness of teaching work and the weakening of public school autonomy. On the other hand, it was also an objective to verify a company with such projects in dealing with socio-environmental issues surrounding the schools. The methodological option was a qualitative research based on document analysis, participant observation and identification with teachers from three municipal schools in the region. In this sense, the environmental education projects developed in school units by two companies located in the Duque de Caxias Petrochemical Complex (Reduc and Arlanxeo) were analyzed. It can be demanded that the entrance of these companies in schools accentuates the precariousness of the teaching work and the expropriation of the teachers&#8217; knowledge, at the same time that it fosters a conciliatory and uncritical aptitude of the students, refraining from facing the social and environmental issues that impact on the conditions of existence of students and communities in the region.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Meio Ambiente]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Ambiental]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Environment]]></kwd>
<kwd lng="en"><![CDATA[Environmental Justice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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