According to Tanner (1978), the Ambient Education can have a character to multidiscipline, that is, to be integrated to all the substances gifts in the pertaining to school resume and to be boarded in all the educational modalities since the initial series until the last year of escolaridade. Crash-proof addresses the importance of the matter here. Thus, from the thematic ones related to the Ambient Education boarded since the initial series, the pupil could be despertado on the situation of the environment, being able from this, to develop action and/or changes of attitudes before the ambient conditions. The professor at this moment can use to advantage the thematic one and relate the content to the reality of the pupil, creating surrounding where the pupil can deepen the subject of its interest resulting in a significant learning. As consequncia of this significant learning and following article 1 of the Politics of Ambient Education, the individual will be able to construct to social values, knowledge, abilities, attitudes and abilities come back toward the conservation of the environment, public easement of the people, essential to the healthy quality of life and its support. Conclusion: The Ambient Education is an essential component in the national education, having to be present, of articulated form, in all the levels and modalities of the educative process, in way that can develop in the individual action and attitudes regarding problematic the ambient one (BRAZIL, 1999). From this, it is considered, the necessity to intervine educationally for more coherent behaviors with the principles of ambient conservation, being able, therefore to favor atitudinais changes regarding the relation man-nature. References: ANTONUCCI.
the G. the Ambient Education as practical in formal education. In: . Had access in: 16 of September of 2010. BRAZIL. Decree n. 4281 of 26 of June of 2002.
N regulates the Law. 9795 of 27 of April of 1999, that it institutes the National Politics of Ambient Education and the other steps. _____, Law n. 9795 of 27 of April of 1999. It makes use on the ambient education, it institutes the National Politics of Ambient Education and the other steps. _______, Ministry of the Education and the Sport. Secretariat of Education of Basic Ensino. National Curricular parameters: Natural sciences. Third and room cycles of basic education. Brasilia, DF, 1998. 51 P. ______, Ministry of the Education and the Sport. Secretariat of Education of Basic Ensino. National Curricular parameters for Basic Ensino (10 volumes). Brasilia: MEC, 1997. OAK, I. the ecological Invention? Narratives and Trajectories of the Ambient Education in Brazil. Porto Alegre: Publishing company of UFRGS, 2001. HENDGES, A.S. Ambient education in formal and not formal education. Law 9.795/99. In: . Had access in 17 of September of 2010. SILVESTRI, G.; TAVARES, B. The birds as instrument of scientific initiation of pupils of Basic Ensino. Atualidades Ornithological. 2008. TANNER, R.T. ambient Education. So Paulo: Summus/EDUSP, 1978, P. 55