<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000301276</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.086.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação ambiental crítica com abordagem investigativa: uma experiência emancipadora no ensino de problemas ambientais]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical environmental education with an investigative approach: emancipatory experience in teaching environmental issues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Jayro Silva Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Andréa Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>1276</fpage>
<lpage>1293</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000301276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000301276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000301276&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo teve como objetivo pesquisar de que maneira uma Sequência Didática Investigativa (SDI), fundamentada na Educação Ambiental Crítica (EAC), pode promover a aprendizagem sobre os problemas ambientais nos biomas brasileiros, articulando conceitos como desequilíbrios ecológicos, racismo ambiental e saúde única. Os dados, coletados a partir de diários reflexivos e questionários e analisados por meio da combinação de frequência simples e análise de conteúdo, revelaram três eixos de avanços: (1) os estudantes do ensino médio ampliaram a compreensão da multicausalidade dos problemas ambientais, superando explicações genéricas e reconhecendo fatores estruturais como agronegócio; (2) os conceitos de racismo ambiental e saúde única emergiram nas conclusões, com destaque para os impactos desiguais em populações vulneráveis; (3) as soluções evoluíram de medidas punitivas para ações educativas e políticas públicas. Os alunos demonstraram elevados índices de interesse (muito interessante e interessante) nas etapas de contextualização (85%), problematização (80%), hipótese (75%), coleta de dados (80%), exposição dialogada (75%), conclusão (60%) e comunicação (65%). A experiência evidenciou que a articulação entre SDI e EAC desenvolveu nos estudantes a capacidade de analisar problemas ambientais nas dimensões ecológica, política e social, se configurando como prática pedagógica emancipatória e alinhadas às demandas contemporâneas por sustentabilidade e justiça ambiental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study aimed to investigate how an Inquiry-Based Learning Sequence (IBLS), grounded in Critical Environmental Education (CEE), can promote learning about environmental issues in Brazilian biomes, integrating concepts such as ecological imbalances, environmental racism, and One Health.Data collected from reflective journals and questionnaires, and analyzed through a combination of simple frequency and content analysis, revealed three key areas of progress: (1) High school students expanded their understanding of the multicausality of environmental problems, moving beyond generic explanations and recognizing structural factors such as agribusiness; (2) the concepts of environmental racism and One Health emerged in their conclusions, with emphasis on the unequal impacts on vulnerable populations; (3) the solutions evolved from punitive measures to educational actions and public policies. Students reported high levels of interest (classified as &#8220;very interesting&#8221; and &#8220;interesting&#8221;) in the stages of contextualization (85%), problematization (80%), hypothesis (75%), data collection (80%), dialogical exposition (75%), conclusion (60%), and communication (65%). The experience demonstrated that the articulation between IBLS and CEE developed in students the ability to analyze environmental problems across ecological, political, and social dimensions, constituting an emancipatory pedagogical practice aligned with contemporary demands for sustainability and environmental justice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Biomas Brasileiros]]></kwd>
<kwd lng="pt"><![CDATA[Ensino por Investigação]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Ambiental]]></kwd>
<kwd lng="en"><![CDATA[Brazilian Biomes]]></kwd>
<kwd lng="en"><![CDATA[Inquiry-Based Teaching]]></kwd>
<kwd lng="en"><![CDATA[Environmental Justice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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