An environmental education (EE) system that does not analyze social and political issues cannot contribute to understanding the roots of problems involving the environment. The study of social relations and the production of life through work is fundamental to understanding the historical connection that human beings establish with nature and to pointing out ways to confront the environmental crisis - a symptom of a broader, civilizing crisis. More specifically in teacher training programs – essential subjects to the EE approach at school – it is important to not be fragmented and disconnected from the reality into which teachers and students are immersed. Therefore, analyzing and understanding the historical relationship between school, community, and their surrounding environment, especially regarding the concept of labor, is one of our bets for the training of critical and engaged teachers and citizens. In view of these concerns, we aim at describing and analyzing part of a teacher training program (initial and continuing) for members of a Pedagogical Residency Project, which occurred through the elaboration and carrying out of a participatory research study – an environmental mapping – with the community surrounding a local partnering school in Lavras-MG. Through this participatory research, content analysis, and the interviews with community members, we observed that the study of working relations, as well as other particularities of the local community, can bring elements of great relevance to the exercise of critical EE, especially in this context of teacher training.
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