Contribuições do EducaTrilha na Escola para a formação de professores

o olhar dos docentes participantes

Abstract

In the face of the current climate emergency and the intensification of global socio-environmental impacts, critical environmental education emerges as a strategic pathway for preparing teachers committed to building sustainable societies. In this context, this article analyzes the contributions of the EducaTrilha na Escola program — developed at the Tupi Experimental Station in Piracicaba, São Paulo, Brazil — to teacher education, from the perspective of participating educators. A questionnaire was administered to these teachers, and the data were analyzed using thematic content analysis. Seven categories of contributions were identified: “changes in perception, attitude, and habits” (48%), “methodologies, experiences, and practices” (36%), “learning and professional development” (28%), “knowledge and information” (20%), “teamwork and interdisciplinarity” (12%), “exchange among professionals and schools” (8%), and “cultural excursions” (4%). These findings highlight that the program has promoted not only knowledge updating but also critical reflection and the mobilization of values and attitudes aligned with the principles of critical environmental education and teachers' professional development. Thus, the importance of public policies and educational programs that value formative processes fostering interdisciplinarity, collective work, and the articulation between theory and practice is emphasized, as a way to overcome fragmented or merely transmissive models, as well as uncritical and depoliticized approaches to environmental education.