Ecopedagogy and Emotional Intelligence in Teacher Education: Pathways to Cooperative and Reflective Learning

ABSTRACTTeacher education today requires the integration of pedagogical, socioemotional, and environmental dimensionsin order to respond to complex and constantly changing contexts. To support this discussion, the study adopted aqualitative approach, suitable for conducting an interpretive and contextualized analysis of the topic. Themethodological procedure employed was bibliographic research, which made it possible to gather and examinenational and international scientific studies related to the subject. The general objective was to investigate theconnections among ecopedagogy, emotional intelligence, and cooperative learning, emphasizing the importanceof the reflective teacher in contemporary teacher education. It is therefore concluded that the articulation among ecopedagogy, emotional intelligence, and cooperative learning represents a promising path for the developmentof critical teachers capable of addressing the challenges of contemporary education.Keywords: ecopedagogy; emotional intelligence; cooperative learning; reflective teacher.