Aperfeiçoando o que não sei: modos de ver e fazer educação ambiental

Abstract

This research has as central focus understand the experience’s importance behaviors of see and do Environmental Education from episodes of my school and academic’s trajectory. In particular, objectifyed to describe my school and academic’s trajectory from learnings about Environmental Education; describe behaviors of see and do Environmental Education on a democratic school and their crossing by my formation as a environmental educator; and discourse in experiences lines of environmental (des)education’s development. This is an narrative research, on autobiographical modality that tries to give voice beyond daily event, as autobiographical narrative is related to human praxis. This epidodes are derivative from my school and academic’s trajectory, especially from Supervised Stages’s experience. The research gives visibility to formative early process problematizing behaviors of see and do Environmental Education. On teacher construction’s problematization, I relate Environmental Education’s shifts in understanding and significance: before I saw Environmental Education as something static and isolated, tied in specific subjects, like Science. At the moment, I saw as field with smudges borders, that actually are in multiple environmentals and curriculums. On this way, I bounce that think about my Environmental Education’s formative process on Pedagogy course, allowed me a reflective (re)visit at certainties solids and conceptions that I believed about the theme. The displacement of such Environmental Education’s formated conceptions allowed a inventive process without beginning and end of anothers pedagogical practices construct from culture, art and invention interlaced through experience.