Educação ambiental nas licenciaturas em Química dos Institutos Federais no Brasil

• Ano de defesa: 2020
• Autor(a) principal: Magela, Wesley Falcão
• Orientador(a): Mesquita, Nyuara Araújo da Silva
• Banca de defesa: Guimarães, Simone Sendin Moreira, Layrargues, Philippe Pomier, Mesquita, Nyuara Araújo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Instituto Federal; Educação ambiental; Formação de professores; Licenciatura em Química; PPC.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10799

Environmental Education arises in the context of understanding the urgency of the environmental crisis and the need to seek effective and short-term responses to its mitigation. It is consolidated, on a global level, in the great conferences organized by the United Nations in the 1970s, 1980s and 1990s. In Brazil, this consolidation takes place through the National Environmental Education Policy published in 1999. Its field is built through the clash between different objectives and different conceptions of EA, who fight among themselves to assert themselves as the “most legitimate”. In addition to defining characteristics for EA, different perspectives compete for the affirmation of notions of the world, society, social well-being, work and life. This conflict for the hegemony of the field ends up crossing the teacher training, with the different understandings of EA permeating the teacher training courses. In this sense, this research aimed to investigate the concepts of AE present in the formation of chemical educators developed in the Federal Institutes of Education, Science and Technology, having as a corpus the Pedagogical Projects of 78 courses for the formation of Chemistry teachers offered in these institutions in 23 states and the Federal District. The documents were analyzed with the aid of Textual Discursive Analysis (ATD), which comprises the dismantling of texts, the categorization and capture of the new emerging. For this investigation, two categories were created following the deductive-inductive method: conception of AE present at PCP and profile of the chemical educator for AE present at PCP. The results of the documentary analysis carried out show us the predominance, in the analyzed courses, of a conservative environmental education, of an apolitical and biologizing character, which denotes a reductionist understanding related to the idea that the simple change of individual behaviors will be sufficient to mitigate the environmental crisis we experience, which is reflected in the profile of the chemical educator trained there.