Prática pedagógica de educação ambiental no ensino de Geografia: necessidade de transição de paradigmas

Abstract

Environmental Education (EE) is conceived as Education, in its various dimensions, both in the non-formal educational space – the community – and in the formal one – the school. Thus, the theoretical and methodological elements that establish the activities of EE in the teaching of geography deserve reflection and analysis. This article aims to contribute to the development of expressive practices in EE with critical reflections that could trigger the educational value of Geography, as well as demonstrate the need to implement teacher education policies. The reflections are developed based on references from the historical and dialectical method, presented as a possible theoretical interpretation of the educational and environmental realities.