Ecopedagogia: desafios e práticas para o cuidado com o planeta Terra

Abstract

This work was developed in the context of the Research Line on Pedagogical Processes, Policies and Educational Management, within the scope of the Professional Postgraduate Program in Education (PPGPE) at the Federal University of the Southern Frontier (UFFS), Erechim Campus. To reflect the problem, we asked Ecopedagogical thinking at school in order to promote environmental awareness and proactive action in the face of the socio- ment of Ecopedagogical thinking in elementary school students is an ongoing and often complex process that goes beyond the mere transmission of knowledge. Ecopedagogy, strongly rooted in Paulo Freire's pedagogy, seeks to integrate ecological awareness into the educational process. It seeks to understand the origin and integrate principles that challenge unbridled consumerism, promoting reflection on the environmental and social impacts of our daily actions. Ecopedagogy integrates ethical values and prepares students to become active and conscious citizens, capable of contributing to a more sustainable future. It also seeks to develop skills to solve environmental problems in a collaborative and innovative way, nurturing critical thinking and creativity. The practice of interdisciplinarity is fundamental in this context. So we sought to understand where the Contemporary Cross-Cutting Themes (CCTs) of the Base Nacional Comum Curricular (BNCC) and the Sustainable Development Goals (SDGs) can contribute to the development of Ecopedagogical thinking in students, and how this formative process can enrich and interconnect various forms of learning. By incorporating these elements with Ecopedagogical Keys into the school curriculum, educators can promote a more transformative education that goes beyond traditional teaching. These tools encourage debate and critical reflection on environmental and social issues, allowing students to explore the interconnections between the environment, the economy and society. In teacher training, it is essential that Ecopedagogy is effectively incorporated, enabling educators to promote sustainable practices and raise students' awareness of pressing environmental issues. The preparation of teachers in this regard should cover not only theoretical knowledge about ecology and sustainability, but also practical strategies for integrating these themes into the school curriculum. This includes developing interdisciplinary projects, encouraging critical reflection on human impact on the environment and promoting active and responsible citizenship. Teachers act as agents of change, inspiring future generations to adopt a more conscious lifestyle committed to caring for the planet. The goal is to strengthen the connection between educator, knowledge and student through a continuous exercise of dialogue, reflection and problematization of reality, in which everyone involved in the educational process develops autonomy, allowing for the creation of new knowledge, with special attention to environmental knowledge. Ecopedagogy, consumerism and environmental destruction are interlinked. The Ecopedagogical approach seeks to raise awareness of the negative impacts of the current economic model and propose sustainable alternatives for education and society. Ecopedagogical thinking at school is an approach that seeks to train citizens who are aware of and committed to sustainability. To support teachers' work on Ecopedagogical themes, a proposal was drawn up with educational practices from a critical-reflective freirean perspective, taking into account the SDGs and the BNCC's CCTs. Thus proposing, practices that promote more dynamic and participatory learning, preparing students to become agents of change for the future.