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This text seeks to present reflections resulting from a doctorate research focused on the analysis, through action-research, of school projects in environmental education developed as part of in-service teacher education, and their contributions to the constitution of new knowledges and didactic-pedagogical procedures for the study of the environment and for the exercise of citizenship. Aiming at the construction of the geo-scientific perspective at school, the environmental education projects made use of different field practices based on remote sensing (satellite images, aerial photography and maps) to (re)cover knowledge from the place of study, with the purpose of building an integrated view of the socio-environmental reality based on the establishment of dialectic relations between the local and the global as a support to the analysis of problems, of their repercussions and implications on different scales of observation. The development of the projects created the opportunity to form teacherresearchers that are innovators, critical, and reflective before the school and socio-environmental realities. Besides, it gave students the conditions to observe and know their own environment and the place where they live, to reflect upon their real situations and, based on this process, propose actions and construct educative interventions in search of solutions for the problems investigated. By incorporating the socio-environmental issue to the pedagogical practice, the school projects attempted to insert school into reality, contributing to form critical citizens that participate in joint and collaborative actions (school, community, public authorities) through social learning, aiming at the development of democratic and sustainable public policies to improve the quality of life.

O texto apresenta reflexões de uma pesquisa de pós-doutorado que analisou a contribuição do ensino em geociências com uso de metodologias participativas focadas no (re)conhecimento do ambiente local  para a promoção de processos de educação e aprendizagem social destinados à geoconservação e à sustentabilidade. Busca identificar a emergência de processos participativos mediados pela escola no contexto de um projeto de implantação de geoparque na região metropolitana de São Paulo. A proposta inédita de formação de professores, realizada por diferentes instituições de ensino e pesquisa e de gestão pública, visou a educar no ambiente, mesclando diferentes atividades teórico-práticas, associando o estudo de geossítios à atuação de diferentes atores sociais locais, por meio de trabalhos de campo e práticas de mapeamento socioambiental, world café, jogo de papéis, entre outras. As propostas escolares relacionaram educação e ambiente numa perspectiva crítica, dialogada, participativa e corresponsável, visando ao desenvolvimento de práticas colaborativas para proteção de patrimônios geoambientais e socioculturais, considerando o complexo cenário de degradação socioambiental local. Dentre os resultados, destacam-se as seguintes contribuições: novas metodologias e práticas ao ensino em geociências; produção de recursos didático-pedagógicos elaborados por professores; e colaboração da escola em processos socioambientais.