Estudos de concepções de ambiente e educação ambiental: contribuições à formação de professores e ao planejamento curricular

Abstract

This paper defends contributions that studies on environment conceptions and environmental education, articulated by conceptions of teaching and learning, and of curriculum – expressed by teachers, students, people in different social and work groups – bring to teacher education and curriculum planning. Such study is justified by some author´s ideas that point out the complexity of the relations in social and natural conditions, regarding both the interaction man/nature and teaching/learning, because, in social pratices, individual and collective never end in a single practice or form of organization, since there are several ways to perceive reality, diversifying the subject´s elaborations and conceptions. Investigations in Environmental Education, Curriculum, and Teacher Education point out the interactions that happen in school and in several parts of society. They reinforce the space conquered by the post-graduation program in Environmental Educaction at FURG by triggering teacher/environmental educator education; scientific and pedagogic investigations; integration of information webs and pedagogical innovations regarding the environment; and dialogue among the academy, government, and non-governmental organizations, aiming at educative-environmental actions that recognize citizens as subjects of change who are aware and responsible, and part of a system which influences them.