Educação ambiental crítica em contexto de formação continuada de docentes: reflexões e desafios em espaços escolares da rede municipal de ensino de Curitiba - PR

Abstract

The environment is undergoing changes, and its preservation has been a topic of discussion in many sectors in contemporary times. It is important for society to develop a critical perspective to recognize, problematize, and question the impacts of these changes. In this aspect, schools become favorable environments to foster a sense of belonging and responsibility towards the surrounding environment, engaging with different curriculum components in the construction of Critical Environmental Education. The present study aimed to analyze how teachers from different curriculum components in the final years of elementary school in a public school relate their pedagogical practice to Critical Environmental Education. Therefore, a continuing education program was proposed for teachers using the focus group technique. This training was conducted remotely, with four synchronous meetings and asynchronous activities, totaling thirty hours. The configuration of Public Policies on Environmental Education was addressed, historically from the environmental field to the scope of environmental policy, in addition to the National Common Curricular Base and Transversal, Interdisciplinary, and Critical Environmental Education with the Science, Technology, Society, and Environment Approach. Data analysis was performed through Discursive Textual Analysis. The information that generated the data was obtained from audio recordings of the discussions raised during the meetings, the activities carried out by the participants, the written productions, the presentations by the course participants, the questionnaire responses, and the researcher's field diary entries. It is concluded that this research contributed to the training and transformation of teachers' practice regarding environmental issues; however, it presented important challenges in the school environment, such as the urgent need for continuous training experience in Critical Environmental Education within the lesson plans of all curriculum components and moments of joint training to enable the development of interdisciplinary projects. To ensure an educational city with practices focused on education for sustainability, it is essential for interdisciplinary projects to be the means for the construction of Critical Environmental Education. In this sense, the Educational Product developed within the scope of this research can contribute to teacher training by bringing possibilities for addressing this Environmental Education theme in different curriculum components, fostering collective dialogues about environmental knowledge in everyday school life, articulated with proposals for continuing education, stimulating reflection on actions regarding the current reality and the environmental crisis we are experiencing.