Ecopedagogy and Conservation Units: potential for educational practices from the perspective of a Basic Education teacher

potencialidades para práticas educativas sob a perspectiva de docente da Educação Básica

Abstract

The contemporary socio-environmental crisis demands new educational approaches that integrate science, sensitivity, and critical action in the face of environmental issues. In this context, Ecopedagogy and Conservation Units (CUs) emerge as strategic frameworks for developing emancipatory pedagogical practices. This article presents the results of a university extension course conducted with eight Basic Education teachers, whose objective was to discuss CUs as teaching-learning spaces in light of eco-pedagogical principles. The qualitative and exploratory research used the focus group technique in three synchronous meetings and two asynchronous activities. The results show that teachers recognize CUs as fertile environments for meaningful learning, capable of articulating theory and practice, fostering critical Environmental Education, and fostering a sense of ecological belonging. Lesson plans were developed covering Science, Biology, and Geography, with an emphasis on field activities, discussion groups, interpretive trails, the use of digital technologies, and the production of creative materials. Logistical, financial, and bureaucratic barriers stood out as the main challenges, as well as the reductionist view of field trips as recreational opportunities. The conclusion is that CUs, when integrated with Ecopedagogy, broaden teacher training and promote transformative educational practices, although their effective implementation depends on strengthening public policies that ensure access and structural conditions for schools.