A educação para a sustentabilidade na formação de pedagogos/as: um estudo do currículo a partir da residência pedagógica na Ufopa

Abstract

This doctoral thesis consisted of the study of education for sustainability (EpS) in the initial training curriculum for pedagogues in the pedagogy course at the Federal University of Western Pará (Ufopa). Its general objective is to understand EpS in the initial training curriculum of the degree course in Pedagogy at the Federal University of Western Pará and its contributions to the promotion of quality education in and for Amazonia. This is qualitative research, with a historical-dialectic approach, integrated by a bibliographic, empirical and documentary study, which explored the legislation and documents relevant to the object. In the empirical research stage, semi-structured questionnaires were applied to 45 course students (residents); 09 preceptors (basic education teachers); and 04 faculty advisors from RP/Pedagogy/Ufopa (teachers of the Pedagogy Course). An interview was also carried out with the course coordinator, in addition to the constitution of a Reflective Training Group (GFR) in one of the 09 Centers of RP/Pedagogy/Ufopa, with the participation of the researcher, characterizing, at this stage, a case study of ethnographic cut. The data were processed based on the assumptions of content analysis (Bardin, 2011), triangulation of data and methods, considering 03 analytical axes: Axis A - Conception of EpS; Axis B - Curriculum and EpS in the training of pedagogues at Ufopa; Axis C - EpS in the Pedagogical Residency of the Pedagogy Course at Ufopa (2022 to 2024). Among the results, the confirmation of the thesis that education for sustainability is embedded in the official curriculum of the pedagogy course stands out, although the Pedagogical Project of the Course does not explicitly report it as a training pillar. The outline of seven dimensions of educating for sustainability present in the official curriculum of the course under study, in addition to the systematization of fundamental factors when educating for sustainability in the Amazonian context. Furthermore, the study proposed a conceptual framework for educating for sustainability in the Amazon, presented opportunities to enhance this educational paradigm in the studied context, and established the foundations of a pedagogy for sustainability.