Dialogue as a methodological tool in the training of young environmentalists: the case of Coletivo Jovem Albatroz

Abstract

The "banking" pedagogical practice reinforces values such as competition, individualism, domination, among others, generating an imposing and authoritarian posture in educators. On the other hand, the practice of dialogue as a pedagogical tool is a way to ensure the autonomy and emancipation of the people involved in the educational process. In this sense, in order to face socio-environmental problems, dialogical-based environmental education presents itself as a possible path to transformation. Thus, the present article sought to contribute to the deepening of the knowledge of dialogue in the training of young environmentalists based on the analysis of the training processes developed within the Young Albatross Collective (CJA) during the years 2015 to 2019. For this, a qualitative approach was adopted as methodology, analyzing various documents (monitoring reports and experience reports) from three categories: building a dialogic environment; dialogic leadership; and learning from dialogue. It was possible to identify, in the educative processes of the CJA, the fostering of the construction of a dialogic environment by a leadership that is willing to be dialogic, which contributed to the learning and posture in educators. On the other hand, the practice of dialogue as a pedagogical tool is a way to ensure the autonomy and emancipation of the people involved in the educational process. In this sense, in order to face socio-environmental problems, dialogical-based environmental education presents itself as a possible path to transformation.