A importância do reconhecimento das concepções de educação ambiental para as práticas educativas

Abstract

Entering the environmental theme, we emphasize it is very important to highlight that Environmental education is listed in various contextualization situations, reflecting in the interdisciplinary field, being interconnected with several areas, both human and others. Thus, the main objective of the research is to make an analysis of educational practices focused on AE treated in different contexts, as well as the conceptions of AE in the full works of the Meeting and Dialogues with Environmental Education (EDEA). Thus, for the development of this qualitative research, we performed a review of the full EDEA works between 2011 and 2017, using the descriptor: “educational practices”, with 69 papers found. For these we take as base the conceptions of AE namely: conservative, social ecology and political ecology as methodology of analysis. What resulted in the following frequencies: conservative (27,5%), social ecology (39,1%) and political ecology (33,3%). And to better check the educational practices of AE, we made a new search with the descriptor: “basic education”, for which we found 18 papers, organized in non-formal education (11,1%), AE research (44,4%) and formal education (44,4%), which were analyzed in view of the categorization of conceptions. And in this regard, the different EA practices were observed, such as the questionnaire, interview, project and others. Which in a way helped us to understand the conception of EA with its educational practice of EA. Therefore, to leverage the desired social transformations about an education that comprises the formation of subjects with the potential for critical EA, the role of the teacher in the space of basic education as a mediator of knowledge is essential, driving individual and collective transformations in favor of social and environmental issues in a critical and emancipatory way.