Pensando a educação ambiental sob o enfoque didático de natureza socioconstrutivista: contribuições do Projeto Acre 2000 de Educação Ambiental

Abstract

This paper discusses the relevance of a social constructivist teaching approach in teacher continuing education in environmental education. In this regard, we restrict our discussions to the constructivist principles that guide the training practices carried out under the 2000 Acre Environmental Education Project, namely: a) relationship between spontaneous and scientific knowledge in the construction of school knowledge, b) zone of proximal development and teaching practice, and c) construction of concepts in light of dialogic mediation. We affirm that the results of adopting this approach in teacher training in environmental education are: access to the ideas that those involved in the training had on the discussed environmental issues, the establishment of a dialogic process among the variety of knowledge that individuals had about the issues and between that knowledge and science-based knowledge, and the possible connection between the external dialogic process and internal dialogue, regarding the construction of concepts.