Environmental education, professor training and post colonialism

Abstract

This article discusses ways to think about the process of training in Environmental education addressed to professors from Elementary Education. The text defends, from cultural studies, that pedagogical practices towards to the listening of professor experiences by the building of written and imagistic reports are interesting and relevant to foment creative pedagogical processes. We understand that diving in narratives upon the pedagogical practices which each professor weaves, allows not only another meditate visit, but a displacement of these practices in order to create other, in an endless and without beginning inventive process. The text relates this training process to the post colonialist perspectives evolved in decolonization of knowledge; in other words, in the release of lines of control on the everyday knowledge weave through the experience. However, we understand that the pedagogical practices which we weave become enmeshed in asymmetrical relations of power – know and scanning these connections are interesting to unmake them, including.