SOUZA (2000) affirms, also, that the nip of the relations intra and extrapertaining to school is sufficiently useful in the conservation of the environment, mainly the environment of the school. Aiming at these criteria the insertion of the ambient education in the schools public aim at to the improvement in the quality of life of the educators and the educandos, in the form of that the same ones can develop action to understand the possible problems of the world contemporary, transforming its space, demanding its rights while citizen and promoting the citizenship. According to Treated to Ambient Education for Sustainable Society and Global Responsibility, ' ' the ambient education is individual and collective. It has the intention to form citizens with planetary conscience local and who respect the self-determination of the peoples and the sovereignty of the nations. The ambient education is not neutral, but ideological. It is an act politician, based on values for the social transformation ...
Must stimulate solidarity, the equality and the respect to the human rights, using itself democratic strategies and the interaction between culturas.' ' Beyond these concepts it can be understood that when if works the necessary ambient education to involve the interdisciplinaridade thus making a link of comparative degree of the ambient questions with them you discipline proposals. Therefore the interdisciplinaridade is above of isolated actions, not working only in science or in geography, the same one must be seen as I begin of exploration so that it can be extracting many concepts and many actions of as if work the ambient education in the public schools. Leaving of the estimated one of the ambient education to be inserted in the public schools Brazilian in special in Simo Days if of the one for the devotion, formation of professors, employees and community in general, so that together they can promote action of changes of behaviors when the subject is ambient questions, beyond these changes also equipment must exist so that they can be developing situations to be worked in the community. So that thus some general principles can also be developed that the ambient education generates: Sensibilizao Compreenso Responsabilidade Competncia Cidadania thus Acting the schools second (ANDRADE 2000) must locate ' ' for a process of implementation that is not hierarchic, aggressive, competitive and exclusivista, but that it is led ahead based for the cooperation, participation and for the generation of autonomy of the actors envolvidos' '. Involving all the community in its projects that can come to benefit the school, the community and mainly the environment. Bibliographical III-Reference BIBLIOGRAPHICAL REFERENCES BRAZIL. National Curricular parameters: environment and health. Secretariat of Basic Education.
Brasilia, 1997. ARLINDO, Philippi Jr; Maria Cecilia Focesi Pelicioni, publishers? Barueri, SP: Manole, 2005. (Ambient Collection) SEIFFERT, Mari Elizabete Bernadini. Ambient management: instruments, spheres of action and ambient education. So Paulo: Atlases, 2007. FAJARDO, Elias. Ecology and Citizenship: if each one to make its part Rio De Janeiro/National Senac, 2006. 160 P. MELLOWS, apoud DAYS, Genebaldo Freire Days. Ambient education: Practical principles and. Notebook of Ambient Education: Lines of direction of support. INSURANCE, Denise de Souza Baena. Ambient education in the public school: of the ingenuous curiosity to the critical conscience. So Paulo: Fapesp, 2001.