Contribuições da alfabetização ecológica e da educação ambiental crítica no curso de licenciatura em pedagogia

Abstract

This research explores the integration of Ecological Literacy (EL) and Critical Environmental Education (CEE) within the “Environmental Education and Sustainability” course in the initial training of pedagogy teachers. The relevance of this study lies in the growing need to address environmental issues in a critical and informed manner within the educational context. The training of pedagogy teachers plays a crucial role in building a more sustainable society, and the integration of EL and CEE can provide the necessary tools and perspectives for these educators to promote environmental awareness in their pedagogical practices. The general objective of this research is to develop the integration of EL and CEE in the training of pedagogues through the Environmental Education and Sustainability course. The specific objectives are: To understand the theoretical foundations of EL and CEE, highlighting their convergences and potential for pedagogical practice; To identify, through a state-of-the-art survey, how environmental education (in its ecological and critical dimensions) is addressed in the Pedagogy degree program; To analyze how the integration of EL and CEE occurred within the dynamics of the course and the discursive interactions with students; To develop an educational product aimed at the Environmental Education and Sustainability course, providing theoreticalmethodological support to effectively integrate EL and CEE. The research is theoretically grounded in the studies of Fritjof Capra, Eunice Schilling Trein, Philippe Pomier Layrargues, and Carlos Frederico Bernardo Loureiro, who discuss EL, CEE, and teacher training. It is characterized as a qualitative research, where data collection occurred through focus groups and interviews with Pedagogy students. Discursive Textual Analysis was used to interpret the data and identify emerging patterns and themes. The results of the research contributed to a more critical and reflective teacher training regarding environmental issues, promoting the construction of a more sustainable and ecologically conscious society. Furthermore, the study provides insights for the reformulation of curricula and pedagogical practices in initial teacher training, integrating EL and CEE more effectively. The production of the educational material can also serve as a valuable resource for continuing teacher education and for the dissemination of pedagogical practices focused on sustainability.