Concepções de educação ambiental crítica de professores e da articuladora pedagógica de uma escola municipal do interior da Bahia

• Autor(a) principal: Ramos, Josiône de Oliveira
• Data de Publicação: 2021
• Outros Autores: Silva, Silvana do Nascimento
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educacional (Online)
• Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/6712
• topic: Concepciones de profesionales de la educación; educación ambiental crítica; macrotendencias político-pedagógicas; Conceptions of education professionals; critical environmental education; political-pedagogical macro trends; Concepções de profissionais da educação; educação ambiental crítica; macrotendências político-pedagógicas

This work was carried out aiming to analyze the conceptions of teachers and a pedagogical articulator on how Critical Environmental Education (Critical EE) is articulated at school. Data collection was carried out at a municipal school located in the municipality of Ipiaú, in the state of Bahia, which serves students in the final years of elementary school. It consists of a qualitative research, using semi-structured interviews with teachers and the pedagogical coordinator. From the collection of these data, content analysis was used, from which some meanings emerged that were then categorized. The category that originated as starting point of the analytical process of the interview was: Environmental Education in the school context, unfolding into subcategories: political-pedagogical macro trends in Environmental Education, Critical EE and teaching: relevance and articulation, innovations in teaching practice, pedagogical projects addressing Critical EE, resources and tools in teaching Critical EE and insertion of Critical EE in the teaching planning of the school unit. Critical EE was cited concurrently with conservative and pragmatic EE, differentiating itself through specific characteristics. The results point to the interviewees' lack of knowledge about the theme and about the school's course planning. Responsibility for approaching the theme is given to related areas, pointed out by the lack of the professionals’ training, causing this insertion to contribute little to an education that aims to be transformative and reflective.