Percepções de um grupo de professores da educação infantil a respeito da prática pedagógica sobre a educação ambiental

Abstract

This dissertation analyzes the perception of early childhood education teachers after participating in a continuing education course focused on pedagogical practices in environmental education. In a context marked by global ecological challenges and climate change, environmental education emerges as a central element to promote the development of more conscious, critical, and sustainable societies. In early childhood education, this theme becomes even more relevant, as this is the stage where fundamental values, attitudes, and behaviors that will guide children's interactions with the environment throughout their lives are shaped. The main objective of this research was to investigate how teachers assimilate the perception and practices of environmental education after continuing education, evaluating how these learnings influence their pedagogical practices. Among the specific objectives are: identifying the profile of participating teachers, their experiences, and prior perception of environmental education; mapping the challenges and difficulties encountered in implementing environmental activities in the context of early childhood education; assessing the impact of the course on teachers' perceptions and pedagogical strategies; and analyzing lesson plans developed as reflections of the knowledge acquired during the training. The research was justified by the need to understand how environmental education can be effectively integrated into the early childhood curriculum, going beyond traditional teaching to promote a cultural transformation that fosters critical awareness from the earliest school years. The results indicate that continuing education served as a catalyst for strengthening teachers' confidence in addressing environmental themes, expanding their pedagogical repertoire, and enabling the development of more meaningful activities aligned with the early childhood context. Furthermore, the lesson plans developed revealed a more investigative and contextualized approach, reflecting the internalization of the concepts discussed during the course. However, the research also highlighted challenges, such as the need for greater institutional support and the importance of regular continuing education to consolidate changes in pedagogical practices. This dissertation contributes to the debate on incorporating environmental education into daily school activities, reinforcing the relevance of investments in teacher training as a strategy to align education with contemporary demands. By proposing pedagogical practices that inform and transform, this work reaffirms the essential role of early childhood education in shaping critical, socially responsible, and environmentally engaged citizens.