Geographical education and the formation of critical environmental consciousness

Reflections on the socio-environmental dimension of geography teaching

Abstract

This article discusses the role of Geographic Education in the formation of critical environmental awareness, considering the socio-environmental dimension as a structuring axis of Geography teaching. It starts with the following research problem: in what ways can Geographic Education, grounded in a critical perspective, contribute to the construction of critical environmental awareness in the school context? Methodologically, the study is based on bibliographic research, engaging with classical and contemporary authors in Geography and Environmental Education, such as Cavalcanti (2012), Castellar (2019), Callai (2003), and Leff (2019). The analysis indicates that Geographic Education, when oriented by a critical understanding of the relationships between society and nature, fosters the formation of subjects capable of interpreting, problematizing, and intervening in the lived space. It is evident that strengthening the socio-environmental dimension in Geography teaching contributes to the construction of ethical values, community engagement, and the development of emancipatory educational practices. The study thus emphasizes the need for critical and interdisciplinary teacher training, committed to addressing contemporary challenges of sustainability and socio-environmental justice.