Resumo

PORRAS-CONTRERAS, Yair Alexander  e  PEREZ-MESA, María Rocío. Social Representations of Climate Change in Preservice Science Teachers: A View from Freirian Perspective. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.83-100.  Epub 30-Jan-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-16470.

The consideration of climate change as a priority issue on international agendas reveals the risk scenario facing humanity, particularly the fragility of life and uncertainty about the future of the planet. This period of crisis characterized by globalization, the split between man and nature, the cult of hedonism, and the installation of instrumental rationality, has prompted an analysis of the role of education in a world that has widened economic, social, and cultural gaps. The emancipatory movement derived from this crisis panorama had Paulo Freire one of its central figures who promoted a reflection on the role of education as a praxis of freedom in times of social inequalities. The purpose of this article is to recognize the social representations of climate change in preservice science teachers of the National Pedagogical University, taking Freire’s ideas and the prototypical and categorical analysis as a reference, from the structural perspective. In the results, explanations prevail that endorse the anthropic causes of climate change and the need to promote critical scientific training in order to promote the transformation of the environmental reality and encourage a reflection on the training processes of science teachers in the context of the global environmental crisis.

Palavras-chave : social representations; climate change; preservice teacher; freirean perspective; science education.

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