Possibilidades e os desafios da formação de professores: uma perspectiva ecoformadora e transdisciplinar

Abstract

This work addresses teacher training from the perspectives of eco-formation and transdisciplinarity, highlighting the importance of an education that values ​​the interconnections between human beings, society, and the environment. The central problem lies in the homogenization of pedagogical practices, which frequently ignore the diversity and complexity of educational realities. The objective of this study is to discuss how the adoption of eco-formative and transdisciplinary approaches can contribute to the initial and continuing training of teachers, promoting a more inclusive and meaningful educational practice. The methodology used includes a literature review that analyzes the contributions of these approaches to teacher training, as well as reflections on practical experiences during the Covid-19 pandemic. The results indicate that eco-formation and transdisciplinarity are fundamental for the construction of a pedagogical practice that integrates different knowledge and promotes critical reflection, preparing educators to face contemporary challenges. The research concludes that teacher training should be a continuous and transformative process, capable of meeting the demands of a constantly changing and transforming society, seeking to build a pedagogical practice that integrates the diversity of knowledge and the complexity of current educational realities, promoting the construction of a more just and sustainable society.