Perceptions of Teachers from the Early Years of Elementary School regarding Emancipatory Environmental Education and the CTSA Approach

Abstract

Environmental Education (EE) is fundamental in the formation of the human being, and in the schooling process, it is important to consider the training of teachers, so that it is effective in praxis, with the students. The initial grades of Elementary School are favorable environments for the development of introductory notions regarding the theme. Thus, this research presents some perceptions of teachers in the early years of Elementary School in the face of inquiries that would provide clues about difficulties and lack of knowledge of Emancipatory Environmental Education (EAE) and the Science, Technology, Society and Environment (CTSA) approach. The inquiries were carried out with a group of 13 teachers working in the municipal network of the municipality of Bandeirantes, in the State of Paraná, based on semi-structured interviews. By analyzing the results through Discursive Textual Analysis (DTA) it was possible to characterize the main difficulties, theoretical limitations and professional training aspirations. In this way, the municipal schools in the locality are represented by the research participants, providing a brief overview of the teachers in practice and that of the EAE so that there is investment in continuing education that permeates socio-environmental issues and the CTSA, aiming at reaching the first stage of Education Basic.