Decolonizing Natural Sciences, Environmental and Health Education: Reflections from a Continuous Teacher Training Experience

In this chapter, we share a journey through actions, experiences, reflections and theoretical frameworks that, during and after the COVID-19 pandemic, have outlined our collective pathways in order to continue decolonizing Natural Sciences, Environmental and Health Education. We present a brief analysis based on two editions of a Continuous Teacher Training course for the primary level, held virtually in 2021 for our entire country (Argentina). In each course, we proposed a critical and comprehensive analysis of regional eco-territorial conflicts and socio-sanitary crises to understand local complex realities, which, in turn, are regarded as part of the planetary crisis. We sought to put into play the socio-cultural diversity of the territories to generate a dialogue of knowledges, ways of feeling and living. In that way, scientific, popular and indigenous knowledge, among others, were invited to be exchanged in a critical intercultural process. Recovering the voices of students, tutors and authors of materials, we inquire about the connections and resignifications of multiple political-pedagogical perspectives of the course, which they recognize in their post-pandemic practices.