This work was a study of self-reflection on teaching practices for Environmental Education (EE) developed in the context of teaching chemistry at the Monsenhor Stanislaw School located in Olivedos-PB. The research aimed to develop and analyze insertion of pedagogical actions of environmental education practices combined with the teaching of chemistry, with the implementation of selective collection in schools, workshops such as paper recycling, recycled frying oil used in the manufacture of soap and reuse of plastic bottles. To reflect on the practice faced, there was a collection of data via registration of field observation journals, questionnaires, photographs and visual documents, achieving a number of workshops related to an educational environment. The actions undertaken involved in addressing environmental issues through the textbook, the development of an environmental education project to identify environmental problems around the school but also in the city in general. It was observed the importance of using the textbook, but it also highlights the need to develop community outreach projects of environmental education (EE) and projects involving the school community. It was found that the EA in the teaching of chemistry requires a long process of building collective action, in which students and teachers need to be mobilized to engage in environmental actions. That means building an ongoing process of renewal strategies, re-actions, class discussion, use of techniques to develop learner autonomy and creativity. In this sense, to involve environmental education practices in the school community is to let emerge the values, attitudes, concepts and skills to turn them into action with the hope of creating trails to build a new reality.
environmental education; waste; chemical recycling
