A práxis educativa dos monitores ambientais no Parque Estadual Carlos Botelho, São Miguel Arcanjo - SP: uma análise à luz de fundamentos da Educação Ambiental CríticoTransformadora via Tema Gerador.

Abstract

This stydy aims to study the educational practice of autonomous environmental monitors at Carlos Botelho State Park and aims to investigate to what extent this practice approaches or distances itself from the foundations of Critical-Transformative Environmental Education via the Generating Theme. Using a qualitative approach, it used bibliographic research to present the aforementioned Conservation Unit, the National System of Conservation Units, the preservation of the Atlantic Forest, the constitution of the Park based on documents, resolutions, laws and decrees that regulate its use and conservation, and the work of autonomous environmental monitoring. With this, a documentary analysis was carried out and a questionnaire was used to collect data about the educational practice of 14 autonomous environmental monitors, which were analyzed based on Discursive Textual Analysis. The following analytical categories were selected a priori: dialogicity, problematization and awareness, which summarize the foundations of Critical-Transformative Environmental Education via Generating Theme (EACT-TG), guided by Freirean Pedagogy and the Critical Theory of the Frankfurt School, which, in turn, characterizes an authentic environmental educational praxis. To support the interpretation of the data based on the foundations of EACT-TG, three conceptions of Environmental Education were defined: conservative, critical and critical-transformative, based on Torres (2010), whose analysis revealed the preponderance of the conservative conception of EE (75%), followed by critical (19%) and critical-transformative (3%), among the environmental monitors of the Park. Finally, in order to analyze approximations or distancing of the educational praxis of the monitors in relation to the authentic praxis of EACT-TG, the categories inauthentic praxis, transition and authentic praxis emerged, revealing that 11 approach the environmental educational dimension of inauthentic praxis and 3 are in the process of transition to authentic praxis, but no environmental monitor effectively carries out an authentic environmental educational praxis in the Carlos Botelho State Park - which indicates the development of training processes for environmental educators from a critical-transformative perspective via a generating theme.