Produções narrativas de educação ambiental na formação de professores entrelaçadas com o pensamento pós-colonial

Abstract

This research investigates teachers' educational practices and socioenvironmental knowledges, in the context of the instituted formations of the Serra Municipal Education Secretariat (SEDU), in the State of Espirito Santo, Brazil. It aims to investigate narratives produced in teacher education and their connections with local cultures, sustainable socio-environmental knowledge and everyday practices, from the perspective of coloniality. Based on qualitative research, we conducted an observant research (Brandão, 1984) in these spaces-time of teacher education along with narrative research in Environmental Education, producing conversational networks (MATURANA, 2014) and a symbolic cartography (SANTOS, 2007). teachers' practiced places, their (un) visible sustainable practices and practices in an articulation of sustainable socio-environmental knowledges that create rupture powers with colonial knowledge. We investigate the influence of the dominant paradigm (SANTOS, 2007) of modern / classical / Cartesian / fragmentary science seeking to understand and make visible the ruptures and continuities experienced in the midst of political and socio-environmental conflicts and contradictions in an understanding of the complexity of reality (MORIN, 2015). ). In this context we seek an ecology of knowledges (SANTOS, 2007b) to deal with the diversity of knowledges produced in society and in teacher training in networks of relationships (TRISTÃO, 2004) woven with teachers. We problematize the current political and environmental context and the structuring policies of Environmental Education. The research points out that teacher education in Environmental Education can and has contributed to the construction of a more just and solidary society, moving towards the much needed emancipation and political engagement. This necessarily depends, however, on strengthening environmental education, which, in its broad and complex context and its transversality, has the power to produce good encounters and propose new ways of producing knowledge. It is necessary to invest in environmental education, build spaces for dialogue and debate on the subject, since training on the subject has been limited to few or no meetings. When they occur, they are usually confined to the areas of geography and science, and stand out in an insipient way, but as a cross cutting theme it needs to be debated and deepened by all areas of knowledge.