A FORMAÇÃO DO SABER AMBIENTAL DE PROFESSORES E A PRÁTICA PEDAGÓGICA

Abstract

This study, placed in the line of research of environmental education, had as main objective to investigate the formation of environmental knowledge of teachers, starting from the perception of their own ecological identity and the relationship with the pedagogical practice. It is anchored, for this, in the recognition of the complexity and of the dialectical and problematizing action, aiming at an environmental rationality, which is distinguished from the scientific and economic rationality. The theoretical referencial presents a discussion about teaching knowledge, including environmental knowledge, confronting them with the permanent training of teachers. In addition, the institutionalization process of school education and environmental education in Brazil is described, according to a decolonial epistemological perspective. The research was carried out in three public schools in the municipality of Campo Grande, in state of Mato Grosso do Sul. In the methodological framework, the collaborative research approach was adopted, having as main instruments for data production the participant observation during the training sessions on the subject, as well as the report of the involvement of all the actors. The discourse analysis, performed throght the field notes, reveals, through four predominant thematic axes in the participants' manifestations, the construction of teachers' perception about the discourse of consumerism and recycling, about the interaction between nature and humanity, on environmental education and on the complexity of the school context for the formation of teaching knowledge. Finally, the study culminates with the proof of the thesis that the school can be recognized as a privileged space for the production and re-elaboration of environmental knowledge. It also notes that the advances and possibilities for the construction of teachers' environmental knowledge, according to a new rationality, are closely linked to the construction of space-time for the dialogue between teachers from different areas and between them and the community. Forward-looking perspective, knowledge and environmental education are also privileged spaces for the construction of integrative pedagogical practices.