Educação ambiental critica: leitura da paisagem como aporte na formação continuada da rede municipal

Abstract

The environmental crisis currently experienced has reached high and worrying levels. Faced with this reality, it is necessary to develop actions aimed at the incorporation of Critical Environmental Education in educational institutions, proposing strategies to mitigate socio-environmental problems. Critical Environmental Education is fundamental, as it provides the possibility of social transformation, which has Paulo Freire as a theoretical assumption. This educational process needs to be guided by dialogicity, interdisciplinarity, emancipation, autonomy, criticality, contextualization and problematization of the socio-environmental reality. In this case, the relevance of the use of tools that are part of the daily life of individuals is highlighted so that, through this, an individual can be brought closer to the problems with which he lives, enabling the development of a critical attitude towards his reality. The importance of continuing teacher education is emphasized here, in the sense of training multiplier agents, who assume the responsibility of passing on knowledge, from the perspective of Critical Environmental Education, thus strengthening the foundations of the community in order to reduce the level of misinformation. population and consequently change and expand knowledge, as well as attitudes towards the environment. The general objective of this research was to identify the contribution of Critical Environmental Education using the reading of the landscape as a tool in the continuing education of teachers in the Municipal Education Network. The methodology used was an action research, using structured questionnaires as an instrument of data collection, through the Google Forms application, followed by the application of pedagogical workshops to improve the pedagogical practice of the participating teachers and, finally, the elaboration of support material, in the format of didactic sequences. In this study, the technique of landscape reading was used from the French approach, which integrates various knowledge, encouraging the individual to analyze, know and understand the environmental relations of the environment in which he lives, aiming at the appropriation of knowledge in a contextualized, integrative, critical and emancipatory. The reading of the simplified landscape was systematized in the following steps: (1) reading of the environment for the recognition of Unconventional Food Plants (Panc); (2) deduction of the characteristics and conditions of the existing soil in that space; (3) discussion about the environment and its importance, in a critical way, enabling the practice of Environmental Education. The study took place in the municipality of Clevelândia-PR, between the months of August, September and October 2021 and had sixteen participating teachers from the Municipal Education Network. After participating in the pedagogical workshops, it was observed, based on the data collected, that there was the incorporation of the fundamental principles of Critical Environmental Education, as the participants showed significant advances in relation to the themes addressed in the workshops. The teachers understood the Panc, the soil and themselves as part of the landscape, they realized the importance of the process of continuing education and recognized themselves as multiplying agents, with this it can be said that such results imply improvements in the quality of life, in the teaching and learning process and contribute for the mitigation of socio-environmental problems.