SYNTROPIC ENVIRONMENTAL EDUCATION AND THE EMOTIONAL, SOCIAL AND WORK COMPETENCIES OF TEACHERS AND THEIR PERCEPTIONS IN STUDENT AND COMMUNITY LEARNING

Abstract

Syntropic Environmental Education (SES) proposes new epistemological perspectives to understand the development of knowledge and interventions on environmental reality, based on the creation of dialogues between natural and human sciences through the concept of Syntropy. Based on these assumptions, this research identifies and analyzes the effects of the training process in EAS on the emotional, social and work competencies of teachers and their perceptions on the learning of students and the community. The data were analyzed in a qualitative-quantitative manner with a longitudinal design and show that 'work ability', 'understanding of the interrelationship between environment and health' and 'expansion of socio-environmental practical activities' were improved. Analytical and sustainability capacity are also found to be provided by supervision and pedagogical guidance. These results corroborate the importance of the training process in EE for the improvement of the teaching work and the perception of the existence and construction of more satisfactory social relationships.