Idealizar, decidir e materializar no contexto da educação básica: limites e possibilidades de uma educação ambiental crítica

Abstract

The interpretation and understanding of science teaching practice becomes more meaningful when anchored in studies and analyses grounded in strong theoretical concepts, which contribute to the understanding of the various elements that constitute teaching practice, offering important support for reflecting on the processes experienced in everyday teaching. In this context, I report the analysis of my formative and professional journey as a science educator in basic education, by proposing the teaching of biodiversity conservation through the protection of anuran amphibians. Through a qualitative, participatory, and autobiographical approach, the investigation was based on the analysis of my own experience, from undergraduate studies to the planning of activities for the 9th grade of elementary school, in an agricultural technical school in Dourados (MS), during the year 2024. The analysis was structured into categories corresponding to the moments of conceptualization, decision-making, and materialization of teaching practice, revealing both the limitations and possibilities of the teacher’s role. This process culminated in the development of a theoretical teaching plan which, although not implemented due to contextual reasons, highlighted progress in constructing a critical and meaningful teaching practice. I concluded that a critical perspective in science education proves to be important in the context of environmental crises; however, it faces significant challenges when applied within the scope of basic education.