A teoria, a prática, o professor e a educação ambiental: algumas reflexões

• Autor(a) principal: Teixeira, Lucas André [UNESP]
• Data de Publicação: 2011
• Outros Autores: Reis, Marília Freitas de Campos Tozoni [UNESP], Talamoni, Jandira Liria Biscalquini [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.5212/OlharProfr.v.14i2.0001; http://hdl.handle.net/11449/134623
• topic: Environmental education; Teacher training; Pedagogical praxis; Educação ambiental; Formação de professores; Práxis pedagógica

The acceleration of economic and scientific development caused by the production system and mechanistic science, have created new power structures and new political and social problems, including environmental ones, consolidating a period of widespread crisis in different spheres of society. In this context, reflection about the major causes of environmental problems is necessary in the field of environmental education. Therefore, considering that the current environmental crisis is directly related to the mode and the devices of production of the capitalist system, initiatives on environmental education should reflect, from a historical and dialectical process, on what is advocated by capitalist society. Considering the various theoretical-practical concepts and approaches in environmental education, the principles of Critical Environmental Education can provide conditions to confront the structural crisis that we are facing, through the educational process. It is a political process of reflection and critical appropriation of knowledge, attitudes, values and behaviors that aims to contribute to build a sustainable society from the social and environmental points of view. We intend to articulate it through the theoretical formulations of Historical-Critical Pedagogy with the purpose of presenting a reflection that may contribute to a pedagogic response to environmental issues, especially regarding the formation of teachers who develop projects in schools. Thus, this present study intends to highlight the contributions of the philosophy of praxis in the formation of environmental educators, grounded in theoretical aspects of Critical Environmental Education.