Coletivo de estudos, formação e práticas: itinerários de uma formação em educação para o desenvolvimento sustentável

Abstract

Countless events confirm that we are experiencing a socio-environmental crisis, which mobilizes us to contribute to face the challenges under the current chances. In this sense, providing continued education to teachers that aims to privilege a "learning" of contexts that reveal processes of unsustainability, which underlies the current development model, materialized in the contemporary socio-environmental challenges, collaborates to build paths for the formation of citizens for an understanding of present socio-environmental scenarios. Thus, this research is based on the analytical possibilities of a formative experience (research with formation) in the field of Education for Sustainable Development, understood here as "Collective studies, training and practices in Education for Sustainable Development". In this process of formation, they were approached by contemporary socio-environmental challenges, as a way of problematizing central issues to the environmental crisis. These challenges were represented by the themes Cities, Forests, Climate Change, Garbage, Water and Energy. The objective was to capture the contributions of a continuing teacher training process, focused on a proposal of experiential and collaborative learning in the approach to the current socio-environmental challenges, including the intention of re-signification of the teaching practice, in order to consider the approach to the questions of (in)sustainability. Reflection is here recognized and stimulated as a structuring basis for professional development and the creation of new relationships between teaching and learning. A research concerning a qualitative approach, guided by research-action-participant. In the analysis and interpretation of the data, use the discursive textual analysis. In this process of formation, I emphasize a willingness to listen to the other, autonomy and objectification of the specific knowledge that facing the knowledge of the collective took an interdisciplinary perspective with regard of the objects of study. In turn, the participatory process is recognized as an important aspect that can reverberate in the conformation of a favorable school environment. Teachers played a leading role in the formation process, avoiding object status, building knowledge and "teaching one another" and "learning from each other", collaborating on mutual learning. The whole process of formation was mediated by problematizations and contributions, in order of deepening and collective reflections, bringing to the collective new/other interpretations/understandings of the objects of study. It consisted a collaborative movement, which focus represented the sharing of knowledge, experiences, practices and actions.