Socio-environmental challenges and the role of continuing teacher training in Environmental Education

Abstract

Given that the continuous training of teachers in Environmental Education is crucial for the implementation of public policies aimed at overcoming socio-environmental challenges, this study seeks to analyze the impact of a continuous teacher training course on the development of municipal public strategies concerning environmental issues. Through a qualitative methodology, the research utilized questionnaires and interviews with teachers and managers in a city in the interior of São Paulo. The results indicate that various policies can inspire educational actions, as many teachers incorporate them into their pedagogical practices. These actions, in the school context, offer multiple paths for the implementation of public policies on socio-environmental issues, ranging from the formation of councils like COMDEMA and programs like ProMEA, to the possibility of partnerships with local managers to provide teaching resources and expand learning beyond the classroom, aligning with BNCC guidelines and encouraging sustainable practices and interdisciplinary collaborations. The continuous training of teachers in Environmental Education not only updates educators about recent practices and research but also contributes to the development of diversified methodologies, fosters ecocitizenship, and enables a more active role in the implementation of public policies, serving as a bridge between the formal curriculum and the specific needs of the community. For the effective integration of these elements, the necessity of three components stands out: the curricular structure, the teaching materials, and collaboration between the Municipal Secretary of Education and other municipal secretaries, such as the Environment.