Subjetividade na educação ambiental: apontamentos para a formação de professores de biologia

Abstract

Since the promulgation of law n. 9.795 which instituted Política Nacional de Educação Ambiental (PNEA), a Educação Ambiental (EA) is recognized as an essential curricular component and permanent of formal and non-formal education in Brazil. It’s noted, from the 1990s onwards, an adoption of a pedagogical approach that considers theoretical and conceptual reflections on the relationship between nature and society. One of the aspects of these reflections considers the centrality of subjective aspects as determinants of the effectiveness of EA proposals. This work aimed to map the bibliographical references that support this theoretical perspective of subjectivity in EA and to reflect on the application of this subjective perspective in the training of biology teachers. The bibliographic search was done using the Scientific Electronic Library Online (SciELO) database from three sets of keywords: Teacher Training and Environmental Education; Teacher Training, Biology and Environmental Education; and Environmental Education and Subjectivity. At this stage, the period from 2008 to 2018 was considered. We found 46 works, which 27 approach the intended theme. Despite the multiplicity of approaches, we highlight works with theoretical and methodological profiles that adopt subjective categories, such as conceptions, identities, meanings, discourses, perceptions, as well as ideas of experience, sensitization, reflection, problematization and transformation of knowledge associated with socio-environmental reality. In them, the teachers surveyed manifest predominantly naturalist-conservationist conceptions of nature. In contrast, we note that there is little specific research on the formation of biology teachers in EA. We also detected continuing education proposals that indicate the effectiveness of participatory and collaborative perspectives. We conclude that the dimension of subjectivity appears in the Brazilian theoretical production on Environmental Education, which allows us to indicate the need to promote an initial and continuous training for Biology teachers that favors the identification of professionals with EA, expansion of the theoretical foundation and consequent migration to a socioenvironmental look that relates subjectivity, society and environment.