Percursos formativos para educadores amazônicos: autoria e criação no ensino das ciências ambientais

Abstract

Continuing training for teaching Environmental Sciences faces challenges in consolidating itself in the training guidelines of secondary schools due to the scientific determinism that marked its historical trajectory and low investments in public policies. Although there is a national document that guides pedagogical practices and defines essential learning to be incorporated into the school curriculum, continuing teacher training is still insufficient, and traditional methods predominate in school routines, resulting in fragmentation between subjects and a lack of curricular integration.This disconnection compromises the student's comprehensive training and, consequently, the quality of teaching. This study aimed to build training paths based on Amazon itineraries, using authoring and creation processes for teaching Environmental Sciences. Two fronts of work were developed, the analysis of the Curricular and Pedagogical Proposal for Secondary Education (PCP-EM), identifying the potentialities and challenges of the environmental dimension, and the elaboration of a technical educational technological product as a reference for the training itineraries of the state network. The research, with a qualitative approach and based on action research, used content analysis to interpret the data, allowing relevant patterns and categories to be identified. Data collection was carried out with ten teachers, distributed across four state high schools located in the urban area of the municipality of Itacoatiara, Amazonas. The process followed the four stages of action research: exploratory phase, main phase, action phase and evaluation phase with the development of collaborative actions. The results indicated that continued training strengthens the teaching of Environmental Sciences in the Amazon and promotes the manifestation of the teacher-author. The study culminated in the creation of the technical educational technological product “The Teacher-Author in training: training guidelines with an emphasis on Amazonian knowledge”, which aims to support the continued training of high school teachers in the Amazon region. Despite advances, the need for public policies that value local demands were identified, prioritizing interdisciplinary and intercultural training. The research points to the construction of a sustainable curriculum, where teachers and students are protagonists and agents of transformation, contributing to the sustainability and development of the Amazon.