Public policies on Environmental Education and teacher training in Brazil: a critical study

Abstract

The foundations of historical-dialectical materialism have significantly contributed to the development of a critical understanding of the guidelines for public policies on Environmental Education in Brazil, enabling an educational approach aimed at transforming concrete reality and fostering the emancipation of historical subjects. Considering the interconnected pathways that Environmental Education has promoted within Brazilian education, it becomes relevant to discuss teacher training in the national educational context. The aim of this research is to critically analyze the evolution of the main public policies for teacher education, beginning with the Curricular Guidelines for Environmental Education and the National Education Guidelines and Framework Law, and concluding with the National Common Framework for the Continuing Education of Basic Education Teachers (BNC-Formação, acronym in Potuguese). Specifically, the study seeks to interconnect Brazilian Environmental Education policies, their historical milestones, and new perspectives for action in the educational field. The methodology is based on a qualitative approach, supported by documentary and bibliographic research. For the literature review, databases from the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Scientific Electronic Library Online (SciELO) were used, from which relevant articles published in the last five years (2020–2024) were selected. The study concludes by highlighting the scarcity of publications on teacher training in Environmental Education, reinforcing the need for further research on the subject.

Keywords: Public policies. Teacher education. Environmental Education.