Resumo

MORENO-SIERRA, Diana Fabiola  e  MARTINEZ-PEREZ, Leonardo Fabio. Freirean Critical Environmental Education: Current Analysis and Contributions to Teacher Training. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.47-64.  Epub 30-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-16501.

In this article, we characterize the critical environmental education based on the thought of Paulo Freire as a significant proposal that contrasts with different environmental education proposals which contribute to the teacher education as a critical intellectual agent of dialogical and collective processes, which from their knowledge problematizes and transforms the relationships between subjects and nature. As a starting point, the naturalistic, conservationist, decisive, sustainable, systemic, holistic, and pragmatic environmental education proposals are analyzed, which have been addressed in different educational practices, demonstrating that it is not possible to continue describing this education in a general way, for, on the contrary, it is necessary to characterize each proposal with the aim of promoting a critical environmental education, which takes up the contributions of transformative education, considering the human being as unfinished and historical. Likewise, critical environmental education is based on the principles of totality, complexity, interdisciplinarity, and educational praxis to understand the relationship between man and nature today. Finally, we discuss the perspectives of technical and practical teacher training, which are based on a type of rationality that in turn guides the teaching processes, which on many occasions promote a conservative environmental education, reproducing existing relationships, as opposed to what which, we consider it necessary to deepen the understanding of the teacher as a critical intellectual.

Palavras-chave : critical environmental education; Freirean thought; critical teacher environmental conceptions.

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