A inserção da temática ambiental no ensino superior: uma análise dos cursos de formação de professores da UFG

• Ano de defesa: 2013
• Autor(a) principal: Rocha, Ana Flávia Veloso
• Orientador(a): Echeverria, Agustina Rosa
• Banca de defesa: Echeverria, Agustina Rosa, Lima, Sandra Maria Faleiros, Rosa, Dalva Eterna Gonçalves
• 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: Inserção da temática ambiental; Formação de professores; Sustentabilidade ambiental
• Palavras-chave em Inglês: Insertion of thematic environmental; Teacher training; Environmental sustainability
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4926

This work has as objective to investigate the integration of environmental issues in teacher training courses in Sciences (Biology, Chemistry, Physics) and Mathematics at the Federal University of Goiás (UFG), Samambaia Campus, taking into account the pedagogical projects in each course mentioned (PPC) and the discourse of teachers who enter this theme in their disciplines. For this study, we used as reference document the Law 9795/99, which, in paragraph 11, says: "the environmental dimension should be included in the curricula of teacher training at all levels and in all disciplines." Our theoretical foundation parts from of the Historical Materialism Dialectic. In turn, we use the Content Analysis to categorize the data contained in the PPC as well as semi-structured interview as a tool for data collection in the discourse of teachers. We found the approach of environmental issues scattered and punctual in Biology and Chemistry courses and the absence of approach on this issue in the courses of Mathematics and Physics. As to the methodologies and teaching actions that allow the approach of the environmental dimension, as formation of a criticalreflexive and interdisciplinary approach to the content, we observed that although the courses make reference to these issues in their goals, it does not materialize in the every day classes. We point out that the idea of most teachers interviewed about environmental concepts follows a hegemonic trend that does not consider the capitalist mode of production as the forerunner of the environmental crisis. The curriculum presented by same follows requirements of the Curriculum Guidelines for Teacher Training and Curriculum Guidelines inherent in each course, which are based on the concept of "training by competence" not significantly contributing to the "construction of environmental knowledge" and a truly sustainable society.