Impressões de educadores sobre suas experiências com educação ambiental em empresas privadas na cidade do Rio de Janeiro

Abstract

This study aimed to investigate the experiences of continuing education and teaching practices of teachers who work in companies located in Rio de Janeiro, RJ, which promote Environmental Education in schools. A bibliographic survey on the subject provided a theoretical basis for the research. Authors such as Moacir Gadotti, Fritjof Capra, Francisco Gutierrez and Cruz Prado, among others, constituted our theoretical framework of the area. Data collection took place through structured interviews according to Marconi and Lakatos (2021) with four questions, which were conducted with ten teachers working in three companies. Data analysis was done through the technique of data content analysis proposed by BARDIN (2016). From the results, we consider that the three companies offer training to teachers who work on their Environmental Education projects. In addition, most of the teachers who participated in this research expressed recognition of the continuing education learning they achieved when working in these companies, as there was learning about teaching and the principles that guide different denominations of Environmental Education with many similarities in their values and prioritized concepts. Another thing to be emphasized is that companies employ differentiated teaching-learning practices in the actions they develop with students from partner schools, which distance themselves from a traditional teaching approach. In addition, we highlight that the actions of the companies' Environmental Education projects seem to be based on the theoretical assumptions of Ecoliteracy, Ecopedagogy and Critical Environmental Education. In this way, a praxis was perceived, where practice and theory are integrated in the actions carried out by the projects of these companies. This may be an indication that these companies are in the critical field of Environmental Education. In addition, different human cultures seem to be valued in a way of overcoming barriers to the construction of a broader worldview and a teaching practice devoid of arrogance, where dialogue is the basis for building knowledge about the environment.