ENVIRONMENTAL EDUCATION AT SCHOOL: INTERNATIONAL LITERATURE AND BRAZILIAN STUDIES ANALYSIS

• Autor(a) principal: Rosa, Maria Arlete
• Data de Publicação: 2021
• Outros Autores: Kauchakje, Samira, Fontana, Maria Iolanda
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2591
• topic: políticas educacionais; educação ambiental; escola; práticas pedagógicas; formação de professores; educational policies; environmental education; school; pedagogical practices; teacher’s formation; políticas educativas; educación ambiental; escuela; prácticas pedagógicas; formación del profesorado

This study characterizes an overview of literature on school environmental education. It is investigated how the literature, especially the Brazilian one, addresses environmental education at school. The procedures of the Systematic Literature Review allowed to select 108 articles 108 articles, of which 66 were from authors with links to international institutions and 42 with links to Brazilian institutions. The analysis of the texts allowed to group them in three identified categories: environmental education policies; pedagogical practices and teacher’s formation. There are 10 articles addressing environmental education policies; 77 about pedagogical practices and 21 teacher’s formations. Pedagogical practices represent 71% of the total number of articles, focusing on elementary education that address: methodologies valuing open-air classes, field visits and nature. They address themes such as water, social representations, interculturality and traditional communities, environmental awareness and epistemology, among others. Studies on technologies and on interdisciplinarity are incipient. Participatory and dialogical pedagogical practices stand out in teacher’s formation. Environmental education policies are poorly investigated and discuss projects and programs aimed at the care and use of environmental resources. It is recurring to find in the conclusions of studies by authors from Brazilian institutions, a critical approach that seeks to overcome conservative and naturalist conceptions of environmental education, as well as isolated, disjointed, fragmented practices, and with little support from educational institutions. This can contribute to the strengthening of this approach in the discussions and practice of Environmental Education at school.