Os processos críticos-colaborativos em educação ambiental na formação continuada de professor@s contextualizada para o semiárido paraibano

Abstract

This doctoral dissertation purposes to discuss the critical-collaborative processes in Teacher Education in Environmental Education (EE), aiming to investigate the interdisciplinarity between processes of collaboration in EE and production of knowledge and practices contextualized for the Brazilian Semiarid. Thus, this study defends the idea that "critical-collaborative processes in the continuous formation of teachers enable a new perception of the world that surpasses the dichotomies that hinder the embodiment of a contextualized EE for the Semi-arid to (re)approach thought and action in a transdisciplinary relationship". To validate this thesis the methodology of "collaborative critical action research" was applied, associated with epistemological assumptions of the Freirean and Morinian theory, articulated and complemented by the transdisciplinary education and contextualized for the Semi-arid a form to instigate the thought articulated by the transcendence in the act. 25 teachers who teach from the 4th to the 9th grade of a school in Santa Helena, located in the semi-arid region of Paraiba, participated in this research. The results revealed a teacher knowledge (perception) centered in conservationist and/or pragmatic epistemology, marked by limits of theoretical, practical and relational nature probably influenced by the modern traditional paradigm experienced in the formative processes (initial and continued) that fragments the dimensions of the subject and reality. However, with the realization of the research-formation, the composition of a critical and relational praxis scenario was observed among the teachers in the understanding (reflection) and Intervention (action) in the schools where they teach, thus suggesting that critical-collaborative formative processes can stimulate a resizing of the being in its cognitive relation with the multidimensional reality (social, cultural, political, historical, ethical and environmental) experienced. Therefore, although not a definitive answer or even a recipe to be followed, the materialization of a critical, emancipatory and transforming EE requires, fundamentally, critical reflection and collective and transdisciplinary participation in order to legitimize and lead social actors (teachers) to (re)perceive the paradoxes and ambivalences existing in the relation between human beings, society and the environment and, thus, transform it, which cannot be confused with pragmatic extensionist practices or substitution/complementation of curricular contents, but to a process of reflection and learning (production of knowledge), critical, intentional, collaborative, relational, contextual and complex.