O processo de tomada de consciência e a formação de conceitos da educação ambiental na formação inicial de professores de ciências/química

Abstract

Understanding fundamentals of teaching and learning processes of environmental concepts of future science teachers in initial training is a crucial point to think about the potential of Critical Environmental Education (EAC). In this context, the goal of this research was to analyze, from the assumptions of the historical-cultural theory, the process of awareness and formation of environmental concepts in the critical perspective in Science/Chemistry teachers. For that, a participant research was carried out through a discussion group during one semester with Chemistry pre-service teachers. The meetings were video-recorded, transcribed and analyzed using the micro genetic analysis. Due to the EAC questioning a lot of stable significations for the students, it was observed the strangeness of some concepts/themes such as the human-nature relation and the environmental crisis explanation. The verbal interventions of the students were predominantly based on a network of spontaneous concepts lined on a neoliberal project of society. On the other hand, it was observed the importance and formative potentiality of studying moments and systematized dialogues for the enlargement of the conceptual network of the students, denaturing the socio-environmental relations and contributing to the reflection and appropriation of the scientific concepts.