Ambientalização curricular nos cursos de licenciatura da Universidade Federal do Oeste do Pará

Abstract

Environmental issues such as pollution, degradation, natural resources, energy and food crises, appeared in the last decades of the 20th century, generating national and global crises (LEFF, 2002). In the modern society, universities are well-positioned institutions to help facilitate the transition to sustainability. The thesis research question is: what is the status of the relationship between Higher Education and Sustainability at the Federal University of Pará Western within the Amazon context? The general objective is to analyze the relationship between Higher Education and Sustainability at the Federal University of Pará Western, considering the Amazonian context. The specific objectives are: (1) to identify the characteristics of Environmental Curriculum (EC) in teacher training undergraduate course at Ufopa; (2) to determine how Environmental Curriculum (EC) has been perceived and addressed in different segments of undergraduate courses; and (3) to identify innovative Environmental Curriculum (EC) practices in teacher training undergraduate courses. This research used qualitative-quantitative (mixed) methods. The following data collection instruments were used: semi-structured interview with course coordinators and professors; and an electronic questionnaire for students of teacher training courses (LÜDKE; ANDRÉ, 2013). The “Content Analysis” (BARDIN, 1977) was used as a method of data analysis and was supported by the NVivo version 12 plus program for the treatment and discussion of data. The commitment for transforming society-nature relations, create spaces for reflection and democratic participation, disciplinary order: flexibility and permeability, methodological adequacy, local-global-local contextualization and taking the subject into account in the construction of knowledge, were the characteristics that stood out in Statute, General Regulation and Institutional Development Plan (PDI) related to Ufopa and in the Pedagogical Projects courses. Curriculum flexibility and use of ‘environmental themes in each discipline’ approach in teacher training were considered an innovative practice. A small number of students registered the fact that they did not feel prepared for the socio-environmental approach in future classroom, even considering the environment transversality. It indicated the necessarity to review the practical teacher training in courses as a priority. Some recommendations were made in the process of implementing the culture of sustainability as an institutional policy that includes teaching, research, outreach and management. It was understood that Environmental Curriculum, due to its concept and characteristics, revealed as an innovative strategy that can contribute to Ufopa to express its commitment to sustainability, especially in teacher training undergraduate courses in the context of Amazonia.