Educação ambiental crítica: utopia ou desafio? Experiências em formação continuada de professores na educação de jovens e adultos na atualidade

Abstract

Educação Ambiental Crítica, Educação Problematizadora, Dialogicidade

The search for the insertion of Environmental Education in a critical perspective in the planning and action of teachers was the starting point for the development of this research, which led to the realization of Continuing Education in Environmental Education with teachers working in the modality of Youth and Education Adults from two state schools in Mato Grosso do Sul, in Campo Grande/MS. The training took place in the distance format as a result of the COVID-19 pandemic. Using digital technological resources, in particular the Google Classroom platform, the training consisted of Rounds of Conversations, Web Dialogues and Interactive Challenges, with the intention of identifying which contributions teachers in the continuing education process propose to carry out a Critical Environmental Education. The contents produced by the teachers were analyzed according to Bardin's framework (1977), thus, categories were chosen based on some currents of Environmental Education by Sauvé (2005), highlighting the identification as a dominant focus on the pragmatic and critical perspectives of Education. Environmental. It was found that the conservative perspective of Environmental Education was present throughout the training course, however, along the way, it was reduced, allowing space for reflections and critical contributions, embracing Paulo Freire's assumptions as necessary elements for an Environmental Education problematizing and dialogic, whose function was to transform the look at educational practice in the classroom, especially with students of Youth and Adult Education.