Experiências formativas mediadas por filmes: interações reflexivas entre cooperados e professoras de ciências na perspectiva na educação ambiental crítica.

Abstract

This work constitutes a thesis text on the training of science teachers from the perspective of critical environmental education. It is a research-training in narrative mode, aimed to investigate in co-op with science teachers, in interaction with members of the cooperative Mista dos Agricultores Familiares dos Caetés (Mixed Cooperative of Family Farmers of Caetés), sharing their environmental knowledge and experiences in reflexive training meetings mediated by films, with a view to reflecting/reconsidering teaching practices and continuous training of teachers, from the perspective of critical environmental education. The research was guided by an issue configured in the following question: In what aspects can the interaction between Science teachers and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, contribute with their environmental experiences and knowledge to the continuing education of the teachers, from the perspective of critical environmental education? I argue that: Reflective interactions between teachers who teach Science in the early school years and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, where participants share experiences and knowledge about film themes, contribute to teachers reflecting on their science teaching practices and building interdependent relationships between environmental, economic, and social dimensions, expressing pedagogical intentions of changes in teaching practices, from the perspective of critical environmental education, aiming at sustainability. Initially, I construct the environmental, social, economic, and educational context of COOMAC and seek to understand the concepts of environment and environmental education of the teachers and their relationships with their educational practices. As results of the training meetings, I organize three analytical sections, the first focused on reflections regarding capitalism as the main cause of socio-environmental problems and the importance of educating so that individuals understand the need for collective participation in the struggles against environmental degradation. The second addresses the relationship between consumerism and environmental problems, indicating the need for an education that forms citizens who question the dictates of consumerism and opt for a sustainable life, and the third contemplates the relationship between critical environmental education, citizenship, and sustainability, where I discuss the importance of the rights of women and men in rural areas, such as health and education, being respected as requirements for sustainability. The research shows that the environmental knowledge and experiences of the cooperative members, articulated with economic and social aspects, helped to broaden the teachers' view of the environment and environmental education, converging to their formation in terms of critical environmental education.