THE REGULAR SCHOOLING AND THE FORMAL ENVIRONMENTAL EDUCATION: RISING, PRINCIPLES AND NORMATIVE ELEMENTS
The present essay aims to discuss the Environmental Education within regular school considering the historical path of its insertion and the main normative elements that rules it. For that, the study is divided in three sections. Firstly, before going to the Environmental Education's specifics, there's the concern of familiarizing the reader about the Brazilian formal education bringing, in the two first sections of the essay, laws and principles that guide the different levels and modalities of education. Following, in the three last sections, discussing Environmental Education, it gives attention to a brief historical background on the rising of this field of knowledge and then discussing the rules that regulate its practice in regular education. Lastly, it illustrates with some academic works a little bit of the school practice in Environmental Education realized by some different levels and modalities of teaching within the country.
PROJETO DE EDUCAÇÃO AMBIENTAL NO ENSINO FUNDAMENTAL: BASES PARA PRÁTICAS PEDAGÓGICAS
O trabalho teve como objetivo, analisar o conteudo da educacao ambiental nos projetos pedagogicos e como vem sendo desenvolvida a pratica curricular de duas escolas (publica e privada) do ensino fundamental, na cidade do Rio de Janeiro. Nesta pesquisa, optou-se por um estudo descritivo, com abordagem qualitativa. Teve como instrumento de coleta de dados a analise dos projetos pedagogicos envolvendo a tematica da educacao ambiental, elaborados pelas escolas no periodo de 2005 a 2007. Tambem, um questionario semi-estruturado foi aplicado aos alunos e professores com a finalidade de analisar as percepcoes sobre os projetos e as praticas pedagogicas da educacao ambiental. Os resultados obtidos, apontaram que os projetos pedagogicos das escolas generalizam as propostas da educacao ambiental e nao 
especificam a metodologia necessaria para se alcancar as acoes delineadas.
Pesquisa com o cotidiano
This text explores the research "with" the quotidian. It aims to provoke a permanent opening to reflection and debate about the quotidian and the research with the quotidian, instead of closing the subject with a systematic proposal. It uses the studies developed in public schools from the State of Espirito Santo between 1999 and 2004. Their main objective was to provoke, in the school quotidian practitioners, intervention practices on the curriculum and continued formation, assumed as complex processes that interpenetrate the knowledge-doing networks woven and shared by the school subjects. Based on the evidences found, we can infer that the quotidian requires that education researchers bring forth theoretical-methodological possibilities different from those inherited from modernity to overcome the intention to lock the quotidian in pre-established categories and guarantee the impossibility of using the singular to deal with the diversity that manifests itself in life.