O conceito de racismo ambiental como plataforma para formação docente em educação ambiental e direitos humanos

Abstract

This research aims to discuss the potential of the concept of environmental racism in the training of teachers in environmental education and human rights. The study is grounded on the premise that Science Education must advocate for the right to land and a healthy environment for vulnerable communities, which are often overlooked. The research question is: What are the key features of a pedagogical proposal in environmental education, based on environmental racism, that could foster human rights education in teacher training? The study has three specific objectives: 1) Analyzing the presence of environmental racism and environmental justice in education publications. 2) Evaluating the pedagogical potential of the concept of environmental racism in the connection between environmental education and human rights. 3) Developing design principles for the creation of pedagogical proposals on environmental racism that stimulate training in environmental education and human rights in teacher education. To achieve these objectives, the study begins with a literature review of Eric and Scielo databases and education journals, constructing a conceptual framework that analyzes the intersections between human rights, environmental education, and environmental racism. The research also develops design principles to guide the approach to environmental racism in pedagogical proposals for teacher education, marking the beginning of the second phase of Educational Design Research. In this stage, prototypes of educational innovations are elaborated and empirically tested. The literature review reveals the lack of approaches to environmental racism in school practices and teacher training. The analysis of the environmental racism concept highlights its potential for teacher training in environmental education and human rights by incorporating the struggle of vulnerable communities for the right to land and an environment free from pollution. As an educational output, a Socioscientific Question (SSQ) is developed, which includes guiding questions and learning objectives. This study is intended to contribute to teacher training in undergraduate courses in biological sciences and other areas of education, promoting comprehensive and emancipatory training for individuals committed to positive social transformation in their context.