Formação como Subjetivação: Docentes de Ciências diante da Cultura Ecologista em Espaços Verdes Urbanos

When cities announce themselves with distinct political commitments to lead populations towards sustainability, it is important to ask what is being taught and what can be learned from their artifacts. This research aimed to analyze discourses that circulate in urban green spaces to highlight curricula and pedagogies to which science teachers have been exposed. Methodologically inspired by elements of cartography, the analysis consisted of a Foucaultian-inspired problematization based on visits and experiences in Lisbon's green spaces. The results made it possible to: learn about the formative environmental education offer in three Lisbon green spaces; understand curricular propositions of this offer in terms of distinctions of references, dimensions, objectives, knowledge, values ​​and practices; estimate possible processes of subjectivation engendered by such curricular propositions. It is concluded that it is productive for science teachers, if understood as agents of change, in their activities in urban green spaces, to pay special attention to the curricula and pedagogies analyzed here.