Formação coletiva e colaborativa de professores em serviço com foco na educação ambiental nos anos iniciais do ensino fundamental

Abstract

The present research originated from an experience in 2021 with the early years of elementary school at a school in Curitiba, when rethinking the curriculum and actions that would best address school spaces as a tool for Environmental Education, with a focus on Science. Considering the context of SARS-CoV-19, five teachers accepted the proposal to meet online to discuss topics related to teacher training. Thus, this research occurred as continuing education in service, bringing together teachers to reflect, adapt and reinvent teaching approaches, especially planning and training to carry out this practice more effectively. Even in a pandemic situation, it was possible to simulate the construction of a Learning Community, where teachers could design and develop collective and collaborative spaces for discussions on the curriculum proposal, theories and possible practices in this school reality; the development of thinking about planning and reflecting on pedagogical action, só that they can share records among peers that allow professional, individual and collective development in the school environment in Environmental Education and Science teaching with the theme of Food/Nutrition. The research is characterized as a qualitative participatory research, and for data analysis, the content analysis method was used, revealing the need for reformulation in teacher continuing education. Thus, the creation of the Learning Community revealed a potential path for the construction of effective actions in school spaces, prioritizing the autonomy of teachers in improving their own practice. As an illustration of this collective work, an educational product was created that presents all the necessary movement to enable reflection and construction among peers, resulting in potentially innovative practices based on critical Environmental Education and Science teaching in basic school.