Ambientalização curricular e a dimensão política da educação ambiental no projeto pedagógico do curso de Ciências Biológicas de uma universidade pública no estado do Paraná

Abstract

The insertion of environmental themes and Environmental Education in curricula must be supported and structured in order to consider the relationships that the individual constructs with others, with nature and with oneself. Thinking about curricular ambientization (CA) in Higher Education Institutions involves deepening the reflections of this proposal, which requires (re) thinking and building curricula that integrate social and environmental values and knowledge in the educational praxis. In this sense, the present work intends to collaborate with the reflection and the dialogue on Environmental Education in a Biological Sciences Degree Course of a Public University, bringing to the discussion the analysis of Environmental Education proposals in the Pedagogical Project of the Course (PPC) and the current teaching, research and extension projects on campus, analyzing the indicators of a political dimension present in the menus, disciplines, guidelines and objectives of these documents. Considering the initial formation of the future teachers, we launched a qualitative research look at concepts and approaches that permeate the educational process of the above mentioned course. As an area of knowledge involving a variety of concepts, Environmental Education (EA) encompasses a field of research that seeks to understand the framework of socioenvironmental degradation caused in the environment, social and environmental injustices and to promote constant questions and reflections about the current model of relation society - nature, intentionalities of a human praxis that must permeate a curriculum that proposes to form critical human beings who cherish citizenship, democracy, emancipation, participation and a fair environment for all.