LINHARES, Elisabete. Training prospective teachers to action: interventional actions that arise from the discussion of environmental questions. []. , 7, 2, pp.54-70. ISSN 2182-1372.

The gravity of the controversies that affect our society requires informed and empowered citizens to act on these issues. Considering it to be essential to prepare future teachers to adopt more interventional and critical educational practices, we present the results of a sociopolitical research-action, carried out with a group of students of a training course for teachers and early childhood educators attending a subject of Environment. This study aims: a) to promote activism initiatives on environmental issues identified by the future teachers; b) to provide future teachers with the professional skills necessary to encourage these initiatives in their classrooms; and c) to evaluate the impact of this process on the conceptions of the participants about the potential and difficulties of this type of initiative. The mixed approach undertaken involved questionnaires and content analysis of the students´ work. The initiative enhanced a favorable context for an informed and negotiated action of the future teachers, who have learned to act on these problems, and developed cognitive and learning abilities.

: activism; discussion; environmental issues; teacher training; citizenship.

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