Educação ambiental na perspectiva crítica: uma experiência de formação continuada por meio de oficinas pedagógicas para docentes da Educação Básica.

Abstract

Environmental Education (EA) is a social praxis, which can be understood as a practice that relates the pedagogical work of teachers in their daily lives with the environmental theme in its different conceptions, perceptions and aspects. EE is a thematic axis within the transversal theme Environment, recommended by the National Curricular Parameters (PCNs), and also by the National Common Curricular Base (BNCC). In this way, EE permeates all disciplines of the Basic Education curriculum, where it must be worked in an interdisciplinary way, in an attempt to overcome, often, the scientific knowledge that is fragmented and, sometimes, appears disconnected and meaningless for the students. students, who may not be able to make this integration between the different types of knowledge. EA can be worked on from different approaches and perspectives, and these approaches may be related to teacher training in the area. Formal EE in Basic School can, from the school contexts, instrumentalize the subjects that are part of that space and time, leading them to make use of their criticality, to think, to act and to reflect on attitudes of individual and collective character , managing to act against socio environmental injustices. From this perspective, the Critical EA has the premise of discussing socio-environmental issues, not separating the rest of society from the environment in which it finds itself, and the reflections arising therefrom, in the most different public and/or private spheres. The educational product developed, the result of research carried out in this professional master's course, was the Continuing Education Course, called Educa-Ação Ambiental, consisting of four thematic pedagogical workshops, which aimed to train teachers for the Final Years of Elementary and High School in Critical EA. It was defined as the objective of the research to evaluate whether the sequence of pedagogical workshops with environmental themes could contribute to the continued formation of teachers. To investigate the contributions of the course, through the reflections arising from the teaching discourses arising from the research, Bardin's methodology was used. The investigations before the course, during and after it were carried out through structured mixed online questionnaires. The research that is presented has the character of explanatory research. In addition to the literature review carried out during the research, Action Research, among the entire range of qualitative research, was considered pertinent to this research project. As a result, we had the construction and consolidation of concepts such as interdisciplinarity, sustainability and sustainable development, and also the Agenda-2030 in vogue. We also had the recognition of participatory methodologies in education that can be used to work on EE at school.