The present work entitled “CRITICAL ENVIRONMENTAL EDUCATION: a proposal for investigative teaching on climate change” had as a research question “what do teachers of the 5th year of elementary school express about a sequence of investigative teaching for learning about climate change? This work aimed to understand the manifestations of 5th grade elementary school teachers about an investigative teaching sequence for learning about climate change. For the construction of this research, the teaching proposal on climate change was delivered to the three participating teachers, that is, the educational product elaborated based on an Investigative Teaching Sequence. Teachers were able to assess and analyze the material by answering some questions in an open questionnaire. The empirical material was analyzed based on Discursive Textual Analysis. Thus, four axes of analysis emerged: 1) Vision of Environmental Education and climate change: distancing and approximations with the critical conception; 2) The viability of the teaching sequence: between theory and practice; 3) The teaching sequence and teaching resources: the contribution to teaching climate change; 4) Sequence of investigative teaching on climate change: raising students' awareness of environmental causes. The product, elaborated from this dissertation, was a “Didactic Guide for the teacher” in the format of an investigative teaching sequence, with the objective of raising awareness of climate change from a perspective of critical Environmental Education. The results showed that, according to the interviewed teachers' point of view, the educational product can significantly contribute to the teaching-learning of climate changes in the early years of elementary school.
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