Teaching Plans in Action

Environmental Education in Basic Education Planning

Abstract

The present study, originating from the author’s doctoral thesis, investigated how pedagogical planning can enhance Environmental Education in the early years of Basic Education, articulating theory and practice in a collaborative way. The research analyzed Science teaching plans prepared by teachers with and without improvement courses, using validated rubrics to evaluate three dimensions: learning environment, collaborative work and nature of the task. The results indicated that teachers who participated in the training included more collaborative activities, diversified strategies and integrated outdoor experiences, favoring engagement and critical reflection. It was observed that there was a lack of description of physical arrangements, in the prediction of practical dilemmas and in the methodological variety. It is concluded that continuing education and structured planning are essential to develop critical, creative and socio-environmental skills.