Pedagogical Practice in Initial Teacher Training and Education for Sustainable Development:: a systematic literature review

• Autor(a) principal: Rodrigues , Domingas da Anunciação Madalena Calovela
• Data de Publicação: 2022
• Outros Autores: Andrade, Ana Isabel
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/8900
• topic: Prática Pedagógica; Formação Inicial de Professores; Educação para o Desenvolvimento Sustentável; Formação inicial de Professores; Pedagogical Practice. Initial Teacher Training. Education for Sustainable Development; Práctica Pedagógica Formación Inicial del Profesorado. Educación para el Desarrollo Sostenible.

This study presents the results of an analysis from articles published in education magazines, with the objective to understand the ways in which pedagogical practices are conceived and developed in the initial context of teacher’s training, in an education perspective of Education for a Sustainable Development (ESD). The methodology used was a systematic review of 10 articles based on empirical studies, published between 2016 and 2021, available for open access in academic magazines of the same area. After the selection of the articles, these were subjected to a content analysis, what made possible to understand that the ESD constitute a premise of the political agendas, of many international organizations and that its integration on the curriculum of the Initial Teacher Training (ITT) based on the multy, inter approach and transdisciplinary in pedagogical practice. These approaches must promote competency development of critical-reflective thinking, autonomy and initiative in solving real problems, as well as the capacity of self-transformation and of your pairs, in order to achieve changes in the education system in a holistic way. The results point for the promotion of actions and approach integration of ESD in ITT in a way of enabling contribution for the quality of life and guaranty a sustainable future for the societies. The conclusions remind us that the improvement in the operationalization of FIP PP involves integrating perspectives that highlight the development of teaching professional competence in the level of knowledge, know-how and know-how, necessary for the desired transformations in the educational process in general, including EDS.