Concepções, práticas pedagógicas e perspectivas de educação ambiental na formação de discentes do curso de licenciatura em biologia da UFRB.

Abstract

Environmental Education has been reaffirmed while interdisciplinary activity in schools and in higher education institutions in order to provide a critical thinking regarding the interrelationships between society, education and the environment, creating questionings regarding the consumerist and socially unequal life standard established by the capitalist system. However, those debates in educational spaces has still been neglected, so that there is a lack of comprehension of the students about the socio-environmental crisis in modern society. Therefore, this research came with the purpose of identify the concepts and perspectives of Environmental Education in the degree course of biology, of the Federal University of Recôncavo da Bahia, in order to comprehend the way the students and professors understand the socio-environmental questions and how they run through the academic activities. The procedures to analyze the information were guided by the Qualitative Research and Content Analysis of Bardin. The data collection was performed by the evaluation of the course Pedagogical Project, the application of a questionnaire to the students and interviews with the professors. Starting from the analysis, we could highlight that the course Pedagogical Project fundamentals have a little comprehensive approach when it places on the Environmental Education. Most of the subjects do not have in their educational planning, socio-environmental discussions in the offered content, what shows the lack of interdisciplinarity between the scientific acquirements and the social reality contextualization. Regarding to the students conceptions about Environmental Education, it is possible to find that they are turned to values and educational practices in the scope of what is ecologically right and changes related to individual behaviors. Those definitions fit in a perspective of a conservationist Environmental Education, because limits itself to question of ecological sheds, marginalizing the social, polítical, cultural and economic relations that are inherent to those issues. In the interviews with the professors, it was realized that the dialogues around those themes are not strategic and defined in the content offered in classes. The approaches happen as the students stand on these aspects or when the issues obrigatorily deal with something related. Hence, it is believed that is necessary to rethink the formation model of teachers, to offer new meanings to the construction of scientific knowledge, the insertion of a critical Environmental Education in a interdisciplinary way in the graduations resumés, as well as asking the University to have a more coherent posture regarding to educational acitivities, extension projects and improvements in its organizational structure, to act effectively in the formation of Environmental educators.