Abstract

RAPOSO, Elinete Oliveia  and  FREITASDIA MAGALHAES DA SILVA. COLLECTIVE OF STUDIES, TRAINING AND PRACTICES IN EDUCATION FOR SUSTAINABLE DEVELOPMENT: itineraries of a training. Rev. Exitus [online]. 2019, vol.9, n.2, pp.322-350.  Epub July 19, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n2id865.

The perspective of this article is to present part of the results of a doctoral research. In this context, the present text analyzes the contributions of a process of continuous formation of teachers, based on experiential and collaborative learning, in the approach to the current socio-environmental challenges, in order to consider the (in) sustainability, including the intention to redefine the teaching practice. The research was on a qualitative nature, guided by research-action-participant. In the analysis and interpretation of the data, we used the discursive textual analysis. In this process of formation, we emphasize the disposition of listening to each other, the autonomy, the objectivities of the specific knowledge that in the confrontation with the knowledge of the collective, assumed an interdisciplinary perspective in the consideration of the objects of study. In turn, we recognize that the participatory process was an important aspect that can reverberate in the conformation of a favorable school environment. Teachers played a protagonist role in the formation process, avoiding object status, building knowledge, "teaching one another" and "learning from each other", collaborating for mutual learning. The whole process of formation was mediated by bringing about the problems and the contributions, in an effort of deepening and making reflections collectively, bringing to the team new/other interpretations/understandings of the objects of study. It was a collaborative movement, whose focus represented the sharing of knowledge, experiences, practices and action.

Keywords : Continuing teacher training; Collective studies; Education for Sustainable Development.

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