Entre o campo e a cidade: uma análise das macrotendências da educação ambiental com professores da primeira etapa da educação básica, Toledo/PR

Abstract

Given the current socio-environmental crisis, it is crucial to strengthen public policies that articulate traditional knowledge, sustainable production, and environmental remediation, ensuring that rural education operates as an instrument of resistance and transformation. Overcoming exclusionary paradigms, Environmental Education and Rural Education assume a significant role in promoting rural territorial development, acting not only as adaptation but as an emancipatory axis in the reconfiguration of the relationship between education and the countryside. This research aimed to analyze the macro-trends of Environmental Education present in the conceptions and educational practices of teachers in Municipal Early Childhood Education Centers (CMEI), both rural and urban, in Toledo/PR. This research sought to situate the macro-trends of Environmental Education as a fundamental element in the formation of educational conceptions and practices in different school contexts in the Municipality of Toledo/PR. The results indicate that the promotion of socio-environmental awareness will be built through a critical, emancipatory, and transformative Environmental Education. In the context of Rural Education, even with the need for more effective public policies, this perspective offers solid support for local identities and sustainable practices. It must be understood, however, that the integration of these approaches is of fundamental importance for addressing environmental and social challenges. The research pointed to the imperative need to overcome linearity in pedagogical planning, such that the documentary analysis revealed little emphasis on training for active citizenship and social transformation. The absence of distinct and contextualized elements in the Pedagogical Projects (PPPs) of the rural and urban institutions researched suggests the urgent need to revise pedagogical strategies, reinforcing the urgency of an Educational Praxis that values peasant identity and promotes critical-social development. In conclusion, based on the discussions presented, Critical Environmental Education, combined with Rural Education, is a powerful approach to valuing the rural context and fostering sustainable actions, combining environmental balance with critical thinking.