EDUCAÇÃO AMBIENTAL NO ENSINO DE QUÍMICA NA AMAZÔNIA: ENTRE A CRISE CLIMÁTICA, A FORMAÇÃO DOCENTE E A PRÁTICA ESCOLAR

Abstract

The climate crisis and the socio-environmental challenges of the Amazon demand a profound reconfiguration of Chemistry teacher education and its pedagogical practices. This article analyzes how Environmental Education (EE) has been incorporated into the curricula of Chemistry teacher education programs at Federal Universities in the Northern Region of Brazil, and how it is reflected in the school practices of high school teachers in Boa Vista, Roraima. Based on a qualitative approach and document analysis of Course Pedagogical Projects (PPCs), along with a case study involving 27 teachers, the study discusses the limitations of the technical-disciplinary approach to Environmental Chemistry and the possibilities for a critical cross-curricular integration. The results point to curricular weaknesses, a lack of specific training, and the absence of integration between science, society, and the environment. It concludes that urgent investment is needed in public policies, critical teacher education, and interdisciplinary and contextualized pedagogical practices. The study reveals that, despite curricular gaps, there is formative potential in local teaching experiences for a critical EE in Chemistry education.