Considering that pedagogical practices related to environmental education are an essential tool to sensitize children from an early age about the importance of respect and care for the environment. This phase plays an essential role in the implementation of pedagogical practices, as it is during this period that the internalization of principles and values occurs more intensely, contributing to the formation of more conscious individuals. This study deals with Environmental Education and Pedagogical Practices in Early Childhood Education: Strategies to promote awareness from childhood. To this end, it was necessary: a) to analyze the pedagogical practices that are used by educators to promote environmental education; b) describe the impacts of environmental education pedagogical practices on the ecological awareness of preschool children, c) identify the possible challenges faced by teachers when implementing Environmental Education pedagogical practices in Early Childhood Education. Basic research was carried out, with a qualitative and exploratory approach, based on a field survey. To obtain the necessary data, questionnaires were used, carried out with two teachers who work at the Early Childhood Education teaching level of the public children's school researched. In view of this, it was found that Environmental Education in Early Childhood Education is fundamental for the formation of conscious, critical and active citizens in preserving the environment. It is concluded that through the pedagogical practices observed, it was found that direct contact through practical activities and playful activities involving environmental themes are efficient strategies to awaken children's interest and responsibility in relation to the environment. Another relevant point is the role of the educator in this process, who must be a mediator in the construction of environmental knowledge, providing learning situations that value respect and care for the environment.
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