Environmental education in initial teacher education: contributions of the Critical Pedagogy

Abstract

This study aimed to reflect on the contributions of the Critical Pedagogy to the initial training of teachers. In this sense, we sought to analyze the relationship between curriculum, ideology and emancipation; in which pedagogical practice is anchored and expected to achieve the desired goals of environmental education; how collaboration and participation in the production of knowledge and knowledge promote the emancipation of the subjects involved; and how these educational aspects need to be present in the initial training of teachers. As conclusions, it was possible to observe that the educational elements of critical pedagogy, such as the understanding of non-neutrality and political and ideological aspects in the curricular field and pedagogical practices, as well as collaboration in the production of knowledge, providing autonomy and a critical-reflective spirit, favor expectations of environmental education for emancipation.