“Drogas”: um olhar sob a perspectiva histórico-crítica na formação de professores

Abstract

This study investigates how the issue of drugs can be incorporated into the content of Critical Environmental Education (CEE), based on Historical-Critical Pedagogy (HCP), to train educators capable of acting critically within schools. The research arises from real demands of the school community in the city of Lavras, Minas Gerais, identified through supervised teaching internships and environmental mappings, which revealed drugs as a living and controversial social problem. The study unfolds in two articles. The first provides a theoretical foundation for including the topic of drugs in CEE, discussing the relationships between society, nature, prohibition, marginalization, and capitalist exploitation. The second article presents and analyzes a pedagogical practice developed through a short course aimed at the initial and continuing education of biology teachers, based on HCP and Dialogical Discourse Analysis. Throughout the work, drug repression policies, their social and racial selectivity, and the limitations of educational approaches focused exclusively on abstinence are critically discussed. In this sense, the study advocates for the urgency of a critical pedagogical approach, rooted in the concrete reality of school subjects, that promotes social emancipation through a systemic understanding of social problems. This work seeks to contribute to the consolidation of drugs as a legitimate topic within CEE, expanding the field of critical environmental education and its articulation with the struggle for social justice.