Pedagogical approaches in environmental education: a systematic review

Abstract

In order to analyze the pedagogical concepts and approaches of environmental education, a systematic review was carried out in the texts of the Brazilian Journal of Pedagogical Studies, between 2010 and 2020. The review presents 11 studies, analyzed from the operationalization of Minayo (1999). The categories were, initially, constituted of traditional and innovative concepts of environmental education, using as classification criteria indicators elaborated from the intersection of teaching approaches by Mizukami (1986), the educational paradigms presented by Behrens (2013), and the current views on environmental education by Sauvé (2005). Results demonstrated a predominance of innovative concepts, mainly because most of the works were published from 2015 onwards. Time discrepancy is another factor to be considered; only one work included in the category of traditional concepts was published in the last 5 years. It is believed that the results ought to broaden the debate on the important link between pedagogical approaches and the characteristics of environmental education in the teaching practice.