Educação ambiental na engenharia ambiental à distância na UFSCar: proximidades e afastamentos à formação crítica

• Ano de defesa: 2014
• Autor(a) principal: Borgonove, Carolina Motta
• Orientador(a): Zuin, Vânia Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Educação ambiental; Ensino à distância; Formação profissional; Engenharia Ambiental
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/2717

The incorporation of environmental education (EE) in school curricula has shown to be a major challenge for environmental educators and educators in general. In this context, the aim of this study was to investigate the possibilities and limitations of the EE discipline, conceived from a critical perspective, for the training of students of the Environmental Engineering distance education course offered by UFSCar. The research methodology consisted of analyzing, throughout the discipline, the students conceptions regarding the concepts of EE and sustainability, as well as the application of these concepts in a project of socio-educational intervention. The analysis also included considerations on this training process from the teacher responsible for the discipline and from coordinators of the Environmental Engineering course. The results indicate that, although a single discipline cannot be deemed responsible for a critical training, the discipline provides significant contributions to the students understanding of EE as a broad, complex, critical and participatory process, mainlyin the sense of allowing a reflection on the deeper causes of the environmental crisis and on the complexity that surrounds proposals to transform such reality.