Ambientalização curricular nos cursos de licenciatura da Universidade Tecnológica Federal do Paraná

Abstract

The Curriculum Environmentalization proposal in universities considers that Higher Education Institutions (HEIs) are potential educational spaces for Environmental Education, capable of going beyond their usual activities and instigating both the deconstruction and reconstruction of thought and the creation of new practices that are capable of enabling the development of values and social practices that consider due respect for the natural and social environments. Given this context, in this research, we seek to answer the question: In what way the environmental dimension present in the curricula and speeches of coordinators and professors of the Licentiate courses at the Federal University of Technology – Paraná (UTFPR) and what are the future perspectives for the environmentalization of these curricula? From this question, we structured our research aiming to investigate the environmental dimension present in UTFPR’s licentiate courses, as well as future perspectives for the insertion of Environmental Education in the curriculum. In this way, we defined the methodological approach of a qualitative nature, of the exploratory type, and through documental research, and the discourses of semi-structured interviews and questionnaires carried out with coordinators and professors of UTFPR degrees, we built the analyzed data from the analysis interpretation of the data. The document analysis consisted of the Pedagogical Projects of the Courses (PPCs), as well as the curricular guidelines and resolutions referring to the undergraduate courses at UTFPR, while the semistructured interviews took place via google meet (12 coordinators) and the questionnaires through the google forms platform (19 teachers). Through interpretive movements (GOMES et al., 2005) we guided our research through the constitution of three categories that were used for data analysis. As a result of the research, we verified that the environmental dimension is present in the curricula of the courses and the discourse of the research participants, however, it is configured mostly in environmental themes developed in pragmatic perspectives. It was still possible to verify that the research participants visualize possibilities of Environmental Education as a discipline in the degrees courses, suggesting in what ways this can happen and that they still see Environmental Education in the curricularization of the extension, but, which we understand to be a challenge, since it is a recent subject and still poorly understood. As a contribution to this dissertation, we developed an educational product (EP) entitled: Curriculum Environmentalization in Higher Education Institutions multicampi: proposals for collegiate instances of degree courses, with suggestions to be explored by HEIs aiming to enhance the process of environmentalization of degree curricula.