Abstract
The National and International Policies, through events and documents, stimulate or determine the insertion of the Environmental Education (EE) in the curriculum of Basic Education and Higher Education in Brazil. In June 2012, it was published the National Curricular Guidelines of EE, which are mandatory and reaffirm important aspects present in the debates on the theme in the country since 1990 with the National Environmental Education Policy (NEEP). Based on this assumption, this research aims to discuss the insertion of the Environmental Education in the teacher’s training of Initial Years. To do so, it discusses the understanding of Environmental Education and teacher’s training. The field research was carried out in the undergraduate course in Pedagogy of a public university in the city of Curitiba, Paraná, responsible for the training of mostly state teachers since 1938. As a data collection instrument, it was used the documentary research, which was based on the Political Pedagogical Project of the Pedagogy Course (2007) and the interview with the teacher’s trainers. From the data analysis, the disciplines and the EE conceptions from the teachers were characterized in their epistemological aspects, since they guide their own pedagogical practice, and analyzed based on the ideas of the Complexity of Morin (2001), especially in the work Seven Complex Lessons in Education of the Future (2001). It is possible to affirm that the premise of the EE in the perspective of complexity has not taken place in the university yet and that it is necessary to invest in this process to contribute to the overcoming of the seven “holes” in education identified by Morin along with the construction of his work. The seven complex lessons in education for the future are important ingredients for the thought reform and therefore, for the Environmental Education.
Highlights
In order to contribute to the discussion on the Environmental Education (EE), a prevailing question has been raised: the teachers’ training for pedagogical practice in schools, through university education
The present study is inserted in the environmental theme focusing on the teacher’s education from the Complexity of Edgar Morin, especially regarding the work The Seven Complex Lessons in Education for the Future
The theoretical aspects initially presented clarify the conceptions that guide this study and that have facilitated the dialogue between the conception of complexity present in Edgar Morin’s work and Environmental Education, regarding the process of teacher’s training
Summary
In order to contribute to the discussion on the Environmental Education (EE), a prevailing question has been raised: the teachers’ training for pedagogical practice in schools, through university education. The crisis created, resulting from the impact of human action on the environment, imposes the necessity to build a new relationship that overcomes this dichotomy in favor of the common good, the objective of Environmental Education. Faced with these new requirements, the teacher’s role is highlighted, since he/she is the professional responsible for the development of EE in school, which he/she does base on his/her conceptions and knowledge. It is important to emphasize the importance of the teachers’ training course at the university to overcome the difficulties and weaknesses of pedagogical practice in this area. The seven complex lessons in education for the present and the future are important ingredients for the thought reform
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