Said and unsaid aspects of environmental education: statements of educators at the Universidade Federal de Sergipe – Brazil

Abstract

Environmental Education (EE) is influenced by ideological dimensions that shape perceptions of the environment and guide behaviors related to it. Consequently, it is essential to explore the construction of discourses surrounding EE within the educational context, particularly in teacher training, through the insights of those involved in preparing future educators. This study aims to understand the meanings conveyed, both explicitly and implicitly, regarding EE from teachers at the Universidade Federal de Sergipe (UFS) in Brazil, considering the historical and social contexts that inform these perspectives. The theoretical and methodological framework of this research is rooted in French discourse analysis, following a Pecheutian approach. Initially, a structured questionnaire was distributed to educators responsible for EE curricular components in the undergraduate programs at UFS, followed by semi-structured interviews with these teachers. The analysis revealed that the interviewees’ discourse on EE is diverse, shaped by their personal and professional experiences and enriched by memories of specific situations, as well as references to authorities in EE and related fields. In terms of the overarching political and ideological trends in EE, both pragmatic and critical discourses were identified. The pragmatic discourse appears to be influenced by the backgrounds and fields of expertise of the individuals expressing it, while the critical discourse extends beyond these boundaries. The concluding remarks emphasize the significance of fostering analyses and discussions regarding the meanings that circulate in society and education. This process is essential for uncovering and challenging the established perceptions and knowledge that affect how individuals think, (re)act, and learn about the world.