Áreas verdes urbanas como espaços pedagógicos de educação ambiental pós-crítica

Abstract

In schools, an informative education is still being offered that disregards feelings, emotions and affective bonds in approaches within the educational environment, reinforcing an informative and rational approach, which separates us from the natural environment in order to get to know it. As a result, part of our essence, which comes from the environment, is lost, a model known as Cartesianism. This research sought to contribute with arguments and proposals that reinforce the importance of actions that value feelings, emotions and affective bonds in educational practices, considering that they are essential elements in implementing planning associated with environmental education. To this end, we sought to identify, based on the teachers' profiles, whether their origins and areas of training interfere in their pedagogical practices related to environmental education; subsequently, recognize the main difficulties encountered by teachers in relating green areas with their pedagogical practices and develop a technical-technological product, which allows teachers to bond with nature and urban green areas, considering them as elements and spaces educators from a postcritical environmental education perspective. Data collection was carried out at three schools in the municipal network in the city of Sinop (MT) and the results indicate that, even coming from several Brazilian states with different cultures and ways of life, the teachers' performance is still very similar. Undergraduate and postgraduate courses were not effective in reversing centuries of Cartesian ideals, with a walled-in education that highlighted many difficulties in offering students outdoor experiences due to fear and insecurity. This lack of contact with nature can even worsen problems such as Attention Deficit Hyperactivity Disorder (ADHD). Ideals of progress and development reinforce this Cartesian ideology of non-involvement, and accompany the growth and history of cities, perpetuating the culture of non-involvement. Outdoor activities, which recognize the natural environment as an educational space, are of fundamental importance for this paradigm shift. Breaking school isolation and integrating the student into the natural environment are urgent and necessary actions, they constitute an important long-term strategy for reducing environmental problems that require changes in social behavior, in addition to minimizing, in the short term, problems of lack of attention. and hyperactivity found in schools. All these facts point to the need to think about more welcoming materials and training courses, which first restore this lost relationship in teachers, so that they can get involved with nature, forming bonds and affective memories, because when listening to a teacher sharing his knowledge, more than listening to what he knows about what he teaches, we learn to feel what he feels about what he teaches.