摘要：This article derives from a doctoral study that deals with teaching activities in a teaching context of Science and Environmental Education within interdisciplinary and ludic perspectives. The outline presented here discusses the results obtained through a Textual Production Workshop and a Comic Workshop used as data collection tools for evaluating this study, analyzing final perceptions and conceptions of educators regarding Environmental Education and its relationship with the teaching of science and the interdisciplinary and ludic pedagogical practices and also discusses the perceptions of the participants regarding the workshops as didactic-pedagogical strategies. The observed results indicate that the participants had a broader and more contextualized perception in relation to Environmental Education and the playful and interdisciplinary perspectives. Such results were obtained in a dynamic, contextualized and critical way, so we understand that the tools used were efficient as instruments for evaluating the research, bringing more subjective information, in addition to being well accepted by the subjects regarding their use in their teaching practice, as didactic resource.
