A import?ncia do reconhecimento das concep??es de educa??o ambiental para as pr?ticas educativas

Entering the environmental theme, we emphasize it is very important to highlight that Environmental education is listed in various contextualization situations, reflecting in the interdisciplinary field, being interconnected with several areas, both human and others. Thus, the main objective of the research is to make an analysis of educational practices focused on AE treated in different contexts, as well as the conceptions of AE in the full works of the Meeting and Dialogues with Environmental Education (EDEA). Thus, for the development of this qualitative research, we performed a review of the full EDEA works between 2011 and 2017, using the descriptor: ?educational practices?, with 69 papers found. For these we take as base the conceptions of AE namely: conservative, social ecology and political ecology as methodology of analysis. What resulted in the following frequencies: conservative (27,5%), social ecology (39,1%) and political ecology (33,3%). And to better check the educational practices of AE, we made a new search with the descriptor: ?basic education?, for which we found 18 papers, organized in non-formal education (11,1%), AE research (44,4%) and formal education (44,4%), which were analyzed in view of the categorization of conceptions. And in this regard, the different EA practices were observed, such as the questionnaire, interview, project and others. Which in a way helped us to understand the conception of EA with its educational practice of EA. Therefore, to leverage the desired social transformations about an education that comprises the formation of subjects with the potential for critical EA, the role of the teacher in the space of basic education as a mediator of knowledge is essential, driving individual and collective transformations in favor of social and environmental issues in a critical and emancipatory way.Ao adentrar na tem?tica ambiental, salientamos ser de suma import?ncia destacar que a Educa??o ambiental ? elencada em diversas situa??es de contextualiza??o, refletindo no campo interdisciplinar, sendo interligada com diversas ?reas, tanto das humanas, quanto das demais. Assim, o objetivo central da pesquisa constituise em fazer uma an?lise das pr?ticas educativas com foco na EA tratadas nos diferentes contextos, assim como as concep??es de EA nos trabalhos completos do Encontro e Di?logos com a Educa??o Ambiental (EDEA). Desse modo, para o desenvolvimento desta pesquisa qualitativa, realizamos uma revis?o nos trabalhos completos do EDEA entre 2011 e 2017, utilizando o descritor: ?pr?ticas educativas?, sendo encontrados 69 trabalhos. Para estes tomamos como base as concep??es de EA a saber: conservadora, ecologia social e ecologia pol?tica como metodologia de an?lise. O que resultou nas seguintes frequ?ncias: conservadora (27,5%), ecologia social (39,1%) e ecologia pol?tica (33,1%). E para verificar melhor as pr?ticas educativas de EA, fizemos uma nova busca com o descritor: ?educa??o b?sica?, para o qual encontramos 18 trabalhos, organizados em educa??o n?o formal (11,1%), pesquisa de EA (44,4%) e educa??o formal (44,4%), as quais foram analisadas tendo em vista a categoriza??o das concep??es. E quanto a este, foram observadas as diferentes pr?ticas de EA, a exemplo do question?rio, entrevista, projeto entre outros. O que de certa forma nos ajudou a entender a concep??o de EA com a respectiva pr?tica educativa de EA. Portanto, para alavancar as transforma??es sociais desejadas acerca de uma educa??o que compreende a forma??o de sujeitos com potencial de EA cr?tica, ? essencial o papel do professor no espa?o da educa??o b?sica como mediador do conhecimento, impulsionando as transforma??es individuais e coletivas em prol das quest?es socioambientais de forma cr?tica e emancipat?ria