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The majority of current disciplines in Brazilian university education is still rooted on the content-based-tradition concept, not adapting to the expectations of interdisciplinary fields. The aim of this article is to deepen the reflection about the necessary education in contemporaneity and to offer a real example´s analysis of the kind of education we understand as such. The approach´s main characteristics were dialogicity, the procedural construction of content, the inclusion of the dimensions of research and extension in education, and the formative assessment. The application of the proposed approach in a socio-environmental discipline allowed us to verify the relevance of its foundations, as well as the possibility to act on the real. We concluded that the use of what we called “learning-research-action didactical approach” is possible in individual disciplines - these owning the potentiality to transform gradually university courses´ curricula.

A didactical approach proposition in Environmental Education in a brazilian higher education context