Environment and education in theoretical dialogue with the Environmental Psychology Working Group

Dayse da Silva Albuquerque; Larissa Medeiros Marinho dos Santos; Raquel Perez-Lopez; Nikolas Olekszechen; Ada Raquel Teixeira Mourão; Gustavo Martineli Massola; Maria Inês Gasparetto Higuchi; Karla Patrícia Martins Ferreira; Gleice  Azambuja Elali; Hellen Chrystianne Lúcio Barros; Ana Paula Soares da Silva

doi:10.1590/1982-4327e3635

article.authors6ad7fb7c4e90c

Dayse da Silva Albuquerque Universidade Federal do Amazonas https://orcid.org/0000-0003-1745-8336
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Larissa Medeiros Marinho dos Santos Universidade de Brasília https://orcid.org/0000-0003-4906-4163
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Raquel Perez-Lopez Universidad Complutense de Madrid https://orcid.org/0000-0002-6019-5984
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Nikolas Olekszechen Centro Universitário Cesumar https://orcid.org/0000-0003-2443-7592
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Ada Raquel Teixeira Mourão Universidade Federal do Piauí https://orcid.org/0000-0001-6022-7045
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Gustavo Martineli Massola Universidade de São Paulo https://orcid.org/0000-0002-1601-9211
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Maria Inês Gasparetto Higuchi Instituto Nacional de Pesquisas da Amazônia https://orcid.org/0000-0001-6525-4018
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Karla Patrícia Martins Ferreira Universidade de Fortaleza https://orcid.org/0000-0001-9374-4890
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Gleice Azambuja Elali Universidade Federal do Rio Grande do Norte https://orcid.org/0000-0001-5270-4868
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Hellen Chrystianne Lúcio Barros Universidade Federal do Amazonas https://orcid.org/0000-0001-5586-463X
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Ana Paula Soares da Silva Universidade de São Paulo https://orcid.org/0000-0002-0212-2402
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DOI:

https://doi.org/10.1590/1982-4327e3635

Keywords:

psicología ambiental, escuelas, educación, procesos psicológicos

Resumen

Este ensayo teórico analiza la interfaz entre la Psicología Ambiental (PA) y la Educación, partiendo del escaso reconocimiento del entorno físico, social y natural como dimensión activa de los procesos educativos. El objetivo fue identificar contribuciones de la PA brasileña para cualificar ambientes escolares, urbanos y comunitarios, basándose en la producción del Grupo de Trabalho de Psicología Ambiental entre 2000 y 2023. El método consistió en una revisión teórica y un levantamiento documental en la Plataforma Lattes. Los resultados evidencian cuatro ejes: ambientes internos de la escuela, inclusión y accesibilidad, conexión con la naturaleza y territorios educativos. Se concluye que la PA ofrece fundamentos sólidos para comprender la espacialidad como componente constitutivo de la educación, contribuyendo a prácticas pedagógicas territorializadas y a políticas públicas que reconocen el ambiente como agente educativo. Posibles desdoblamientos incluyen ampliar investigaciones sobre las relaciones persona-entorno, fortalecer acciones intersectoriales e integrar principios de la PA en la formación docente.