A educação infantil e a sua relação com a educação ambiental no desenvolvimento humano sustentável da criança pequena

Abstract

The Environmental Education (EE) is a recurring theme in discussions that involving its implementation at different educational levels. Its invisibility and the obstacles to include the theme in the pedagogical proposals are investigated in several researches and studies with greater emphasis in the field of Early Childhood Education. Initiatives that can promote the pedagogical proposals with the aim of enriching child development, from the perspective of sustainable human development under the aegis of EE are bets to minimize this invisibility. The objective is to analyze the perception of the professionals of the Kindergarden Infância Feliz about the contribution of Environmental Education in the human development of young children. Also, it aims to identify the ways of acting and the relationship of daily practices with the AMOP 2020 guidelines and checking the potential of Environmental Education in the context of Kindergarden Education for human development and its contribution to the sustainable subject. The question is: What is the influence of Environmental Education in the sustainable human development of young children? Qualitative research in education was materialized through action research (THIOLLENT, 2007; 2011), with thematic meetings using data collection instruments such as the logbook, questionnaire and generating questions in all face-to-face and distance meetings. The data was analyzed using Bardin's Content Analysis (1977; 2011), with the aim of enriching child development, simultaneously from the perspective of sustainable human development. The results show the scarcity of academic studies aimed at Environmental Education in Early Childhood Education, demonstrating that naturalistic, conservationist and pragmatic conceptions predominate in the educational space. The data revealed that the prioritization of Environmental Education in Early Childhood Education will enable the internalization of knowledge, significant learning in the emancipation of the subject and their full development. We emphasize that the Thematic Meetings based on the referenced theoretical contribution stimulate and denote efficiency and continuity to emerge in future research. The study revealed the lack of prioritization of the environmental issue, opening gaps for human development in the perspective and constitution of a sustainable subject. The concepts that must be interdisciplinary are distanced in the speeches of the participants, expressing the existing invisibility of Environmental Education in Early Childhood Education, evidencing the lack and the urgent need to create indicators that help in the process of inserting the theme, emphasizing that continuity and participation are crucial for its promotion, in a perspective of sustainable human development. Education does not walk alone and is inseparable from all knowledge as a form of freedom, supporting aspects such as the human development of young children from a sustainable perspective.