Possibilities of Children's Literature in Environmental Education: Pedagogical Foundations in Paulo Freire

Abstract

Objective: This study aims to explore how children's literature, grounded in Paulo Freire's critical pedagogy, can foster environmental awareness and critical thinking among elementary school children.

Method: This is a qualitative, theoretical study based on a bibliographic review of Freirean pedagogy and environmentally themed children's literature. Three literary works were analyzed using the textual configuration analysis method proposed by Mortatti (2000).

Results: The selected books reveal a strong potential to stimulate critical thinking and reflective dialogue on environmental issues with children aged 5 to 10. Symbolic and poetic narratives foster empathy, imagination, and ecological awareness, confirming literature as an effective interdisciplinary educational tool.

Conclusion: Children’s and young adult literature, when integrated with Freire’s liberating pedagogy, becomes a powerful tool for shaping critical individuals who are aware of their role in planetary sustainability. In light of this, the study highlights the need for continued research through empirical investigations in school contexts, in order to deepen the analysis of pedagogical practices that integrate literature and critical environmental education.