A educação ambiental na formação do professor pedagogo e a práxis com foco no contexto local

Abstract

Since the first global movement to address environmental challenges (the Stockholm conference in 1972), Environmental Education (EA) has come to be recognized as the main way to broaden the vision and development of critical thinking on environmental issues, thus contributing to the decision making and more effective actions for the prevention, mitigation or overcoming of these problems. With this, teacher training is of fundamental relevance in the exercise of EE, whose reflexive and critical practice requires educators also emerged in this education. Considering that the teacher responsible for working this content in Elementary Education (EF), in general, has a background in Pedagogy, this work aimed to investigate how the EA is contemplated in the teacher training courses and the teacher's view of relevance of the theme. Sampling included the 15 courses of Pedagogy of a multicamp university in the state of Goiás. Data were obtained through the analysis of the Political Educational Projects (PPC) of the courses, regarding the curricular components involving the AE, followed by the application of a questionnaire course coordinators and the final students of these courses. Secondly, the objective of the work was to investigate the practice and the challenges faced by the teacher in addressing this content in the initial years of the EF. The data were obtained from the application of a questionnaire to teachers working in the municipal education network of a municipality in the interior of Goiás. In view of the results obtained on the two research fronts, different intervention proposals were elaborated and executed, using diversified pedagogical resources, in order to contribute to minimize the fragilities and the challenges related to this teaching in the RU. These proposals had as their purpose the practice of EE in a contextualized way with the local problematic, which constituted the educational products of this dissertation, namely: (1) Continuing teacher training course for EA, based on the contextualization for the collective construction of the knowledge; (2) Sustainable Lake: clean and renewable energy - an interdisciplinary and contextualized proposal in EE; (3) Urban pests: the African snail and its pedagogical implications in EF; (4) The Green Classroom - a non-formal learning space for Environmental Education in the city of Jaraguá, Goiás; (5) Virtual Learning Objects (OVA) - Production of a collection of videos about the Jaraguense environmental problem. The results that can be observed are changes of teachers' attitudes regarding the way to approach E A in their respective classes; the tools of pedagogical support to teachers such as: the prototype of the lake; the environmental videos, the green classroom. Thus, the whole study was aimed at supporting the continuing education of teachers in Environmental Education and it can be said that there were great gains in the teaching-learning process of both teachers and students, given the returns received during this study, both for teachers, students and society.