ENVIRONMENTAL PERCEPTION OF TEACHERS IN THE EARLY YEARS IN A MUNICIPAL SCHOOL IN THE CITY OF CAMPO GRANDE – MS

Abstract

This article aims to reflect on the relevance of building critical thinking about environmental education in the early years of elementary school from the perception of teachers at a municipal public school located in the city of Campo Grande - MS about the environment. The Critical Environmental Education approach makes it possible to associate socioeconomic and environmental issues by discussing aspects that affect the relationships established between human beings and their environment. We elaborated a bibliographical study, and the methodological theoretical contribution was based on the environmental perspective of authors such as Leff (2009, 2012), Reigota (2007) and Freire (1979). There was also an appreciation of drawings - mental maps, representing the environment prepared by educators. The analysis of these mental representations is supported by the Kozel (2007) methodology, which observes the symbols used by the designers and favors the interpretation of the perception of aspects related to the environment. Through the analysis of the drawings, we can point out the concern that the educators showed with the environment, for its conservation and preservation aiming at the maintenance of life on the planet, still portraying the relationships that are established between man and nature and that this relationship depends on continuity of life, we can infer that the participants value the presence of natural and human elements in the environment.