EDUCAÇÃO AMBIENTAL CRÍTICA E FORMAÇÃO DE PROFESSORES NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

We understand that environmental education, EA, needs to be part of the pedagogical practice of all teachers who work in education, requiring permanent updating of related knowledge and pedagogical strategies to develop EA at school from early childhood education in a critical and engaged way. We studied the training of teachers in the first phases of Elementary Education, in the context of their professional performance in EA in Brazilian education, thus, we started from a research involving teachers and school managers from the initial years of Elementary Education at Escola Municipal Pingo de Gente in Marzagão, Goiás. Our proposed qualitative investigation in which we seek to understand how promoting the engagement of teachers and school managers in the development of interdisciplinary projects for critical environmental education and citizenship training for students in the early years of Elementary School could be approached methodologically. We applied a questionnaire to survey teachers' preconceptions about EA and analyzed the collected data using Bardin's content analysis and also sought to triangulate this data during and after the workshops that took place in April and May 2024. During this period, we sought to work from previous conceptions, a proposal in which we worked on critical EA with the participation of 10 teachers, 1 director and 2 pedagogical coordinators, through interdisciplinary projects, the results of which were organized in an educational notebook for pedagogical guidance in promoting of critical EA, based on the pedagogical workshops developed by us, as a proposal for methodological intervention (educational product). We achieved results that help both teachers, pedagogical managers/coordinators in continuing education, as well as undergraduate students who work or wish to work in the early years of Elementary School to elaborate and develop EA themes at school level. And we emphasize the importance of seeking the involvement of the entire school community in interdisciplinary proposals from the perspective of critical EA with students in the initial years of Basic Education to promote their autonomy and civic participation in the community in which they live and in society in general. Finally, the workshop experience led to an important reflection on the promotion of EA, promoting the stimulation of creativity and reflection through the possibility of implementing environmental practices within schools, resulting in the preparation of an Educational Notebook with the active participation of teachers, our valued collaborators.