<?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>S1981-416x2025000200860</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ao05pt</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino e aprendizagem de Educação Ambiental: percepções docentes sobre a formação continuada na escola]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza y aprendizaje de la Educación Ambiental: percepciones docentes sobre la formación continua en la escuela]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and Learning of Environmental Education: teachers' perceptions on continuing education in school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Geilson de Arruda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwertner]]></surname>
<given-names><![CDATA[Suzana Feldens]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Taquari (UNIVATES)  ]]></institution>
<addr-line><![CDATA[Imperatriz MA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari (UNIVATES)  ]]></institution>
<addr-line><![CDATA[Lajeado RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>860</fpage>
<lpage>880</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200860&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200860&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200860&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Educação Ambiental (EA) tem sido reconhecida como um importante eixo para a construção de sociedades mais sustentáveis. No entanto, sua inserção na formação docente ainda enfrenta desafios, muitas vezes limitando-se a abordagens fragmentadas e pontuais no currículo da Educação Básica. Diante dessa lacuna, este artigo, oriundo de uma pesquisa de doutorado na área de Ensino, propõe uma agenda de estudos sobre EA com professores do Ensino Fundamental, incentivando a criação e o uso de jogos didáticos. O objetivo foi analisar como a participação na formação continuada e o desenvolvimento de materiais lúdicos contribuíram para a prática docente em EA. O estudo, denatureza qualitativa, aproximou-se da abordagem da pesquisa-ação e foi realizado em 2023, em uma escola da rede municipal de Imperatriz/MA, com 17 voluntários. A investigação envolveu um questionário diagnóstico, cinco encontros formativos e a criação dos jogos didáticos que foram utilizados pelos professores para ensinar EA aos estudantes da escola. Foram realizadas entrevistas semiestruturadas, cujos dados foram interpretados por meio da Análise Textual Discursiva. Os professores relataram bom aproveitamento teórico e prático do percurso formativo, destacando a importância da abordagem vivencial para a criação e o uso dos jogos. O estudo evidencia a fragilidade da EA na formação inicial e continuada dos docentes e destaca a necessidade de políticas públicas que incentivem a inserção da EA de maneira contínua nos processos formativos de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Educación Ambiental (EA) ha sido reconocida como un eje fundamental para la construcción de sociedades más sostenibles. Sin embargo, su incorporación en la formación docente aún enfrenta desafíos, limitándose muchas veces a enfoques fragmentados y puntuales dentro del currículo de la Educación Básica. Ante esta brecha, este artículo, derivado de una investigación doctoral en Enseñanza, propuso una agenda de estudios sobre EA con docentes de Educación Primaria, fomentando la creación y el uso de juegos didácticos. El objetivo fue analizar cómo la participación en la formación continua y el desarrollo de materiales lúdicos contribuyeron a la práctica docente en EA. El estudio, de enfoque cualitativo y con aproximación a la investigación-acción, se llevó a cabo en 2023 en una escuela municipal de Imperatriz/MA, con la participación de 17 voluntarios. La investigación incluyó un cuestionario diagnóstico, cinco encuentros formativos y la creación de juegos didácticos que fueron utilizados por los docentes para la enseñanza de EA a los estudiantes. Se realizaron entrevistas semiestructuradas, cuyos datos fueron interpretados mediante el Análisis Textual Discursivo. Los docentes reportaron un buen aprovechamiento teórico y práctico del proceso formativo, destacando la importancia del enfoque vivencial para la creación y uso de los juegos. El estudio evidencia la fragilidad de la EA en la formación inicial y continua de los docentes y subraya la necesidad de políticas públicas que promuevan la inclusión permanente de la EA en los procesos formativos del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Environmental Education (EE) has been recognized as a key component in building more sustainable societies. However, its inclusion in teacher education still faces challenges, often being limited to fragmented and sporadic approaches within the curriculum of Elementary and High school education. Addressing this gap, this article, resulting from a doctoral research in Teaching, proposed a study on EE with elementary school teachers, encouraging the creation and use of educational games. The objective was to analyze how participation in continuing education and the development of playful materials contributed to EE teaching practices. This qualitative study, with an action-research approach, was conducted in 2023 at a municipal school in Imperatriz, Maranhão, involving 17 volunteers. The research included a diagnostic questionnaire, five training sessions, and the creation of didactic games, which were later used by teachers to teach EE to students. Semi-structured interviews were conducted, and the data were analyzed using Discursive Textual Analysis. The teachers reported significant theoretical and practical learning from the training program, highlighting the importance of experiential approaches for the creation and application of educational games. The study underscores the fragility of EE in both initial and continuing teacher education and emphasizes the need for public policies that promote the systematic integration of EE into teacher training programs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Processos Formativos]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Engajamento Docente]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Procesos Formativos]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Participación Docente]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Processes]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="en"><![CDATA[Teacher Engagement]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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