Impressions of an experience in Environmental educators training in public administration

Abstract

This article presents and analyzes narratives about field activities that were part of a training course for environmental promoters, aimed at public servants in the city of Monte Alto/SP. The analyzed activities consisted of visits to Cooperativa Acácia and Centro Municipal de Educação Ambiental do Parque Basalto, in Araraquara. The data were compiled from seven narratives prepared by the course organizers. As an analysis methodology, we used Content Analysis, and we developed three categories a posteriori (A - Critical Reflection, B - Formation and Educational Process, C - Memories, Perceptions and Affection). In total, 18, 12 and 14 recording units were categorized in each category, respectively. The results, blindly validated by four analysts, highlighted the importance of critical reflection and field experiences in the formation of the participants. The field activities at Cooperativa Acácia and CMEA-Basalto sparked critical and affective reflections in the participants, according to the pedagogical team. Immersion in the field, with exchanges and dialogues, favored a deeper and more multiple perception of reality, contrasting with the individualistic and unilateral logic of traditional education. Such considerations point to the transformative potential of field experiences, fundamental for a dialogical and problem-posing environmental education.