Educação ambiental crítica, currículo e formação de professores na Universidade Federal da Paraíba: o educador como instrumento de promoção da emancipação social

Abstract

Environmental Education, in addition to being institutionalized through specific legislation, through the National Environmental Education Policy, Law No. 9,795, of April 27, 1999, has been established over time as a popular demand. On the other hand, educational practice needs to rethink what are the elements of oppression imposed by the capitalist system, while at the same time it must also be objectified in Critical Environmental Education to establish which methodological paths in the classroom favor the action of subjects over reality that surrounds them. The solutions of educational praxis, in this sense, end up being in line with the principles of a democratic and inclusive society, inheriting from Critical Pedagogy the theoretical-epistemological basis that sees the human person in a holistic way. For this reason, in this dissertation research, the objective was to understand how the Federal University of Paraíba - UFPB approaches the knowledge about Critical Environmental Education in the Licentiate Degree courses. To this end, the method of content analysis of the curricular proposals of the following degrees was used: Pedagogy, Field Education, Chemistry, Physics, Letters (Portuguese), Letters (English) and Art of the Federal University of Paraíba (UFPB), selected, selected from a sample that dialogues with the curricular composition of Brazilian basic education. As a result, a shortcoming in the approach to Environmental Education was identified during the aforementioned courses, since the dissemination of this knowledge often takes place in the form of an optional discipline, with no observable signs regarding the deepening of specific training on the subject of education during the course. Based on these results, it is possible to fulfill the need to expand spaces to discuss the area of environmental education in undergraduate courses, since the educational process disconnected from this action can burden the professional life of students, since it is mandatory to systematize this theme in the action future work, as well as the correct theoretical-methodological practice adopted in the classroom.