Abstract:
In this article, we analyze the formative potential of the focus-group technique in the constitution of environmental educators, based on three different studies grounded on the critical dialogical perspective. We use hermeneutics as a way of interpreting the data and realize as a result that focus groups are not permanent; instead, they allow for multiple shared constructions of meanings, and can generate changes of personal attitudes during the acquisition of new information, reflections and arguments. We highlight some skills of environmental educators, such as mediation, reflection, critical thinking, commitment to transformation, alterity, flexibility, which can be achieved with the focus group. Thus, we realize the great potential of this technique when it is conducted in a dialogic and participative approach.
Keywords:
Focus groups; Environmental education; Dialogic pedagogy