Environmental Education: analysis of pedagogical practices of early childhood education teachers at a school in São Luís (MA, Brazil)

Abstract

The aim of this research was to evaluate the use of pedagogical practices to work on Environmental Education (EE) contents through the perception of early childhood educators in a school in the city of São Luís (MA, Brazil). This is a qualitative field study, carried out through document analysis, interview and interventionist action. Data analysis was carried out using the Collective Subject Discourse technique - DSC and a dynamic of conversation circle, reading with guided study and discussion of the contents to understand how best to teach EE contents with early childhood education students and elementary education. As a result, after analyzing the sociodemographic profile, it was observed that all the teachers were female, pedagogues, were postgraduate "Latum Sensum" and worked exclusively at the school. It is noticed that there is an understanding of what environmental education is, as well as the importance of teaching its contents, however, there is a difficulty in systematization, so that its application actually brings benefits such as the awareness of the school community. In this sense, a dynamic was carried out with the teachers and through the discussions it was understood that the project form was the best fit to work with the EE contents. From there, it is concluded that continuous training actions with the teachers are necessary so that there is a better understanding of how to work the contents in a systematic way, in the form of projects and in a playful way in order to involve students in the theme.