GENERATIVE THEMES AND SOCIO-ENVIRONMENTAL PROBLEMS OF THE TERRITORY IN TEACHER EDUCATION: CONTRIBUTIONS OF FREIREAN PEDAGOGY
DOI:
https://doi.org/10.63330/aurumpub.067-089Keywords:
Contextualized curriculum, Critical environmental education, Socio-environmental justice, Teaching praxis, Thematic investigationAbstract
Contemporary socio-environmental problems require educational practices capable of connecting environment, territory, social justice, and the critical formation of subjects. However, there remains a need to understand how Freirean pedagogy can guide teacher education in addressing such problems from lived reality, rather than merely as decontextualized environmental content. This article aimed to analyze the contributions of Freirean pedagogy to teacher education in critical environmental education, with emphasis on generative themes and thematic investigation of socio-environmental problems in the territory. Methodologically, a systematic literature review with a qualitative approach was conducted, based on the PRISMA 2020 guidelines and Bardin’s Content Analysis. A total of 846 records were identified in the Scopus, Web of Science, and Google Scholar databases, of which 21 studies composed the final corpus. The results indicated that critical reading of the world, dialogue, thematic investigation, and praxis make it possible to transform local socio-environmental problems into formative and curricular axes. It is concluded that generative themes can strengthen contextualized, interdisciplinary, and transformative teacher education, provided that they are linked to listening to subjects, critical analysis of the territory, and the institutional conditions of pedagogical work.
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