Formação de Professores: projetos escolares como possibilidade de transversalizar a educação ambiental na educação básica

Abstract

This article refers to a study based on qualitative research, with a phenomenological and hermeneutic approach, having as a research question: what is this that is shown in Critical and Transformative Environmental Education in the narratives about the Brazilian and Colombian school context? The objective of the research was to understand how Critical and Transformative Environmental Education is shown in Basic Education schools, in different socio-spatial places in Brazil and Colombia. For the production of data, narrative interviews were used, which were analyzed using the Discursive Textual Analysis approach (MORAES; GALIAZZI, 2016). Thus, from an emerging category, we present the metatext entitled: The initial and continuing education of teachers: school projects as a possibility of transversalizing Environmental Education. The social relevance of this research is to enhance and implement the praxis of Critical and Transformative Environmental Education, from school projects in everyday school life, through teacher training, both in Brazil and Colombia.