Environmental education in initial teacher education: contributions of the Critical Pedagogy
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558 |
Resumo: | This study aimed to reflect on the contributions of the Critical Pedagogy to the initial training of teachers. In this sense, we sought to analyze the relationship between curriculum, ideology and emancipation; in which pedagogical practice is anchored and expected to achieve the desired goals of environmental education; how collaboration and participation in the production of knowledge and knowledge promote the emancipation of the subjects involved; and how these educational aspects need to be present in the initial training of teachers. As conclusions, it was possible to observe that the educational elements of critical pedagogy, such as the understanding of non-neutrality and political and ideological aspects in the curricular field and pedagogical practices, as well as collaboration in the production of knowledge, providing autonomy and a critical-reflective spirit, favor expectations of environmental education for emancipation. Keywords: Environmental education. Initial teacher training. Critical Pedagogy. |
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Environmental education in initial teacher education: contributions of the Critical PedagogyLa educación ambiental en la formación inicial de profesores/as: contribuciones de la Pedagogía CríticaA Educação Ambiental na formação inicial de professores/as: contribuições da Pedagogia CríticaThis study aimed to reflect on the contributions of the Critical Pedagogy to the initial training of teachers. In this sense, we sought to analyze the relationship between curriculum, ideology and emancipation; in which pedagogical practice is anchored and expected to achieve the desired goals of environmental education; how collaboration and participation in the production of knowledge and knowledge promote the emancipation of the subjects involved; and how these educational aspects need to be present in the initial training of teachers. As conclusions, it was possible to observe that the educational elements of critical pedagogy, such as the understanding of non-neutrality and political and ideological aspects in the curricular field and pedagogical practices, as well as collaboration in the production of knowledge, providing autonomy and a critical-reflective spirit, favor expectations of environmental education for emancipation. Keywords: Environmental education. Initial teacher training. Critical Pedagogy.Este estudio tuvo como objetivo reflexionar sobre los aportes de la Pedagogía Crítica a la formación inicial de profesores/as. En este sentido, se buscó analizar la relación entre el currículo, la ideología y la emancipación; en el que la práctica pedagógica está anclada y se espera que alcance los objetivos deseados de la educación ambiental; cómo la colaboración y participación en la producción de conocimiento y de saberes promueven emancipación de los sujetos involucrados; y cómo estos aspectos educativos carecen de estar presentes en la formación inicial de profesores/as. Como conclusiones, fue posible observar que los elementos educativos de la pedagogía crítica, como la comprensión de la no neutralidad y de los aspectos políticos e ideológicos en el campo curricular y en las prácticas pedagógicas, así como la colaboración en la producción del conocimiento que proporciona autonomía y espíritu crítico-reflexivo, favorecen a las expectativas de una educación ambiental para la emancipación. Palabras clave: Educación Ambiental. Formación inicial de profesores/as. Pedagogía Crítica.Este estudo teve como objetivo refletir sobre as contribuições da Pedagogia Crítica para a formação inicial de professores/as. Nesse sentido, buscou-se analisar a relação entre o currículo, a ideologia e a emancipação; em que prática pedagógica se ancora e se espera para alcançarem-se os objetivos almejados da Educação Ambiental; como a colaboração e a participação na produção do conhecimento e de saberes promovem emancipação nos sujeitos envolvidos; e como esses aspectos educacionais carecem de estar presentes na formação inicial de professores/as. Como conclusões, foi possível observar que os elementos educacionais da Pedagogia Crítica, como a compreensão da não neutralidade e dos aspectos políticos e ideológicos no campo curricular e nas práticas pedagógicas, assim como a colaboração na produção do conhecimento que proporciona autonomia e espírito crítico-reflexivo, favorecem as expectativas de uma Educação Ambiental para a emancipação. Palavras-chave: Educação Ambiental. Formação inicial de professores/as. Pedagogia Crítica.Universidade Estadual de Ponta Grossa2022-02-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1855810.5212/PraxEduc.v.17.18558.029Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-201809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/18558/209209216341https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558/209209216526Copyright (c) 2022 Práxis Educativainfo:eu-repo/semantics/openAccessLopes, Theóffillo da Silva Abílio, Francisco José Pegado2023-01-27T16:32:10Zoai:uepg.br:article/18558Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Environmental education in initial teacher education: contributions of the Critical Pedagogy La educación ambiental en la formación inicial de profesores/as: contribuciones de la Pedagogía Crítica A Educação Ambiental na formação inicial de professores/as: contribuições da Pedagogia Crítica |
title |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
spellingShingle |
Environmental education in initial teacher education: contributions of the Critical Pedagogy Lopes, Theóffillo da Silva |
title_short |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
title_full |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
title_fullStr |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
title_full_unstemmed |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
title_sort |
Environmental education in initial teacher education: contributions of the Critical Pedagogy |
author |
Lopes, Theóffillo da Silva |
author_facet |
Lopes, Theóffillo da Silva Abílio, Francisco José Pegado |
author_role |
author |
author2 |
Abílio, Francisco José Pegado |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lopes, Theóffillo da Silva Abílio, Francisco José Pegado |
description |
This study aimed to reflect on the contributions of the Critical Pedagogy to the initial training of teachers. In this sense, we sought to analyze the relationship between curriculum, ideology and emancipation; in which pedagogical practice is anchored and expected to achieve the desired goals of environmental education; how collaboration and participation in the production of knowledge and knowledge promote the emancipation of the subjects involved; and how these educational aspects need to be present in the initial training of teachers. As conclusions, it was possible to observe that the educational elements of critical pedagogy, such as the understanding of non-neutrality and political and ideological aspects in the curricular field and pedagogical practices, as well as collaboration in the production of knowledge, providing autonomy and a critical-reflective spirit, favor expectations of environmental education for emancipation. Keywords: Environmental education. Initial teacher training. Critical Pedagogy. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558 10.5212/PraxEduc.v.17.18558.029 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558 |
identifier_str_mv |
10.5212/PraxEduc.v.17.18558.029 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558/209209216341 https://revistas.uepg.br/index.php/praxiseducativa/article/view/18558/209209216526 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20 Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20 Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20 Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-20 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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1799317615266496512 |