Initial Reflections on Sensitization With/In Nature in Educational Contexts

Abstract

Contemporary society has been experiencing significant impacts related to environmental issues, such as climate change, frequent flooding, and global warming. The consequences of these factors have raised important questions, becoming subjects of study for educators and researchers, and emerging as relevant themes in the training of teaching professionals. This theoretical essay is an excerpt from a master's research conducted at PPGE/UFSC, which addresses the theme of Sensitization with/in Nature in educational contexts of Early Childhood Education.In the first part, the historical view of Nature as an inexhaustible resource is analyzed, highlighting its intensive use by the current economic model based on capitalism. In the second part, a paradigm shift is proposed, promoting new ways of thinking and conceiving, which allows for reflections on Sensitization to/with Nature. The importance of adopting this concept within educational contexts—especially in Early Childhood Education—is also emphasiz.The third part presents some fundamental conditioning factors inherent to educational-pedagogical practices. Among them, we highlight: sensitization with/in nature in the training of teaching professionals; sensitization with/in nature in different physical spaces and the concept of "unwalling"; sensitization with/in nature through the materialities used in educational-pedagogical practice; and finally, sensitization with/in nature through games and toys involving natural elements.We believe that incorporating these conditioning factors into the educational-pedagogical work within Early Childhood Education contexts can gradually and continuously raise awareness among the school community—especially among children—toward the formation of fundamental principles aimed at the preservation and conservation of nature.