Hegemonies and Resistances in Teacher’s Education in Science and Environmental Education

Abstract

This article argues that the production of monographs can produce new discourses in the curricula of Science and Environmental Education for pre-service teacher education, based on emancipatory approaches. We rely on critical discourse studies to understand the relationship between hegemony and emancipation in pre-service teacher education. Twelve monographs of Environmental Education carried out between 2015 and 2018 were analyzed. We found some monographs made from hegemonic visions of environmental education such as management, procedural time, mitigation of responsibility, and the search for efficiency. On the other hand, we found other monographs that referred to the struggle, resistance, denunciation, community, and the inclusion of popular masses instigating insurgent practices. Likewise, hybrid discourses have constituted discourses in the monographs, which is typical of liquid or late modernity. Finally, we propose non hegemonic ways of the environment in pre-service teacher education.