Saber Ambiental Experiencial: Narrativas de Vida e Formação Inicial de Professoras em Educação Ambiental

Abstract

This study focuses on “Environmental Knowledge” and its construction in relation to life experiences, in the context of “Initial Training for Teachers in Environmental Education” (FIPEA). From a theoretical point of view, we recognize Environmental Knowledge as an emerging field, whose complex nature makes the process and practice of research and training in Environmental Education challenging. We assume that Environmental Knowledge, when worked at the interface of life experiences, mobilizes FIPEA processes. Thus, we aim to understand the experiences of teachers in initial training in Environmental Education in relation to the construction of Environmental Knowledge. To this end, we intend to: a) analyze the Environmental Knowledge that life experiences give rise to the construction; b) establish approaches between Environmental Knowledge and Experiential Knowledge and its implications for FIPEA. From a methodological point of view, we developed training research anchored in the (auto)biographical method, with data produced from the preparation of training memorials with Pedagogy graduates from the State University of Minas Gerais – Carangola, in the context of the discipline “Methodology of Science Teaching”. We also considered records/notes and the report of the researcher-trainer himself. Regarding analysis, we developed interpretations about (auto)biographies and the possibilities of constructing Environmental Knowledge in relation to socialized life experiences, corroborated by Semantic Analysis. The results highlight (un)sustainability in two socio-environmental issues mobilized in light of life experiences: I) Waste/garbage management; II) Floods/floods. These questions, crossed by the concern with the issue of pollution generated by the (in)correct disposal of waste/garbage, highlight possibilities for the construction of Environmental Knowledge based on criticism of the labor activity of street cleaners and their working conditions, as well as the occurrence and impacts of floods/floods. Possibilities of being, existing and intervening in the world are evoked and allow us to (re)think the socio-environmental crisis from the unique perspective of (auto)biographies. Environmental Knowledge, when mobilized in relation to life experiences, favors criticism of (un)sustainability and recognition of the socio-environmental nature of teaching activity. We conclude by proposing “Experiential Environmental Knowledge” as a possibility for research and training and defend the Thesis that “Environmental Knowledge constructed in biographical work with life experiences centered on the Initial Training of Teachers in Environmental Education contributes to the knowledge and understanding of reality natural and sociocultural in its complexity”.