Pedagogical practices in the training of graduates in natural sciences and environmental education with a sense of the human

Abstract

This article presents the experience and challenges that Pedagogical Practice and Research face within the Graduation in Natural Sciences and Environmental Education in pandemic context. Thus, we built new senses for formation, alternative proposals and cooperation and, in a consensual manner between teachers and students, prioritizing lifecare, health, communication, solidarity,  learn to teach with human sense. The pedagogical practice can be assumed as a dialogical space of integration, in various educational contexts, where students assume environmental and ecological responsibility in order to teach natural sciences from their territories, differences and cultural diversity, as expressed in reports of their experience. While the teachers are in charge of a common task, where collective construction stands out supported on interdisciplinary dialogue that implies a critical thinking (Freire 2006), and gives origin to new understandings about formation, science and pedagogy, in the scope of Scientific Education. At the same time, the research training for graduation students is aimed at documentary research, and allows them to address the emerging field of science education with human sense, context, difference and cultural diversity. Therefore we expose the reflections of teachers and students who participated in this experience, that is still in progress, and achieve results associated with the formation of identity in future educators that reinforcing criticism, creativity, cooperation and change.