Dialogues on environmental education with schools: a focus on critical environmental educationtítulo
Keywords:Teaching; Society; Environment; Students.
Environmental education presents itself as an important form of social intervention, seeking a constant dialogue among society, environment, culture, politics and economics, helping in the development of a critical and reflective thinking of the subjects, for the social (con) experiences. Based on the need for a critical environmental education approach, this article seeks to analyze and discuss a dialogical moment with sixth year students from a state school in a municipality in the northwest region of the state of Rio Grande do Sul, highlighting the importance of knowledge exchanges and experiences, with a view to transforming the way of acting and thinking in society. The methodology is based on a qualitative approach, through a case study, whose data analysis was based on Textual Discursive Analysis. During the dialogic activity, the teacher-mediator asked several questions to the students, who answered according to their knowledge. It was possible to perceive with the students' responses a conservative approach to environmental education, relating the environment to rivers, forests and animals. Through this activity, the importance of the teacher in the school context is observed, aiming at (de) constructing concepts and allowing a (re) thinking about the emerging issues that are present in contemporary times.
Carvalho, I. C. M. (2012). Educação ambiental: a formação do sujeito ecológico. Cortez.
Denzin, N. K., & Lincoln, Y. (2006). A disciplina e a pratica da pesquisa qualitativa. In: Denzin, N. K., & Lincoln, Y (Orgs). Planejamento da pesquisa qualitativa: teorias e abordagens. 2 ed. Porto Alegre: ARTMED.
Freire, P. (1967). Educação como prática da liberdade. Paz e Terra.
Freire, P. (2010). Pedagogia da autonomia: saberes necessários à prática educativa. (41a ed.), Paz e Terra.
Gil, A. C. (2011). Como elaborar projetos de pesquisas. Atlas.
Guimarães, M. (2011). Caminhos da educação ambiental: da forma à ação. Papirus.
Layrargues, P. (2009). Educação ambiental com compromisso social: o desafio da superação das desigualdades. In: Loureiro, C. F. B., Layrargues, L. & R. Castro, R. (Eds.). Repensar a educação ambiental: um olhar crítico. Cortez.
Layrargues, P., & Lima, G. (2014). As macrotendências político-pedagógicas da educação ambiental brasileira. Ambiente & Sociedade, 17 (1), 23-40.
Leff, E. (2012). Aventuras da epistemologia ambiental: da articulação das ciências ao diálogo de saberes. Cortez.
Loureiro, C. (2006). Educação ambiental e “teorias críticas”. In: Guimarães, M. (Org), Caminhos da educação ambiental: da forma à ação. São Paulo: Papirus.
Marconi, M. de A., & Lakatos, E. M. (2004). Metodologia científica. Editora Atlas.
Minayo, M. C. de S. (Org.). (2012). Pesquisa social: teoria, método e criatividade. (32a ed.), Vozes. (Coleção Temas Sociais).
Moraes, R., & Galiazzi, M. (2006). Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação, 12 (1), 117-128.
Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka, R. Metodologia da pesquisa científica. UFSM.
Silveira, D. P. da, & Lorenzetti, L. (2021). Estado da arte sobre a educação ambiental crítica no Encontro Pesquisa em Educação Ambiental. Praxis & Saber, 12 (28), 1-15.
Yin, R. K. (2010). Estudo de caso: planejamentos e métodos. Bookman.
How to Cite
Copyright (c) 2021 Dieison Prestes da Silveira; Leonir Lorenzetti; Denise da Costa Dias Scheffer; Diego Pascoal Golle
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.