CRITICAL ENVIRONMENTAL EDUCATION, SCHOOLS AND CONSERVATION UNITS

GEOGRAPHY AND INTERDISCIPLINARITY

Abstract

This article presents results from a master’s research investigating Environmental Education (EE) in formal and informal learning environments, focusing on the Ipanema National Forest (Flona), located in the interior of São Paulo. The study explores the educational potential of Flona Ipanema in fostering critical environmental thinking among basic education students, analyzing the relationship between the conservation unit (CU) and local schools. To this end, it proposes to mediate contact between the E.E. Prof. Arquimínio Marques da Silva school in Sorocaba and the Flona, assessing the effectiveness of educational practices aligned with the principles of critical EE. By identifying demands and challenges, the research aims to propose actions that strengthen the integration between school and CU, promoting transformative education. The findings highlight barriers such as low school visitation and a lack of dialogue between the spaces, underscoring the need for more articulated and interdisciplinary pedagogical practices. Thus, the study contributes to the debate on critical EE and its implementation in formal and informal educational contexts.