Análise da educação ambiental em cursos de Licenciatura em Ciências
Data
2020-10-13
Autores
Passos, Roberto da Silva 
Orientadores
Bonini, Hélio Elael
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho de conclusão de curso visou analisar a Educação Ambiental nos cursos de
Licenciatura em Ciências que são cursos com diferentes habilitações realizados em
universidades públicas de nível federal no Brasil. O objetivo foi comparar os 10 projetos
pedagógicos de cursos de Ciências das universidades federais com as legislações ambientais
vigentes e normativas da formação de professores. A avaliação dos projetos pedagógicos foi
realizada com base na legislação federal de educação ambiental e nas diretrizes e bases para a
formação de professores. Os dados obtidos foram separados em tabelas com as unidades
curriculares que trabalham a educação ambiental, carga horária, obrigatoriedade, e presença
na ementa, nos objetivos e em outras áreas do projeto pedagógico. Por fim, verificou-se,
basicamente, que os projetos pedagógicos tendem a tratar a educação ambiental apenas como
um tópico dentro dos cursos, não objetivando desenvolver o tema como determinado,
principalmente, pela legislação federal. Para a melhoria desta condição, seria necessário
repensar os projetos pedagógicos que formam os professores de ciências incluindo a educação
ambiental como tema intrínseco a todos os conteúdos desenvolvidos no período da graduação.
Desta forma o futuro professor sairia capacitado a desenvolver a temática, conforme
determinado pela legislação, com seus futuros alunos.
This course conclusion work aimed to analyze Environmental Education in Science Degree courses, which are courses with different qualifications held at public universities at the federal level in Brazil. The objective was to compare 10 pedagogical projects of Science courses at federal universities with the current and normative environmental legislation for teacher training. The evaluation of pedagogical projects was carried out based on federal environmental education legislation and guidelines and bases for teacher training. The data obtained were separated into tables with the curricular units that work on environmental education, workload, mandatory, and presence on the menu, objectives and other areas of the pedagogical project. Finally, it was found, basically, that pedagogical projects tend to treat environmental education only as a topic within the courses, not aiming to develop the theme as determined, mainly, by federal legislation. To improve this condition, it would be necessary to rethink the pedagogical projects that form science teachers, including environmental education as a theme intrinsic to all the content developed during the undergraduate period. In this way, the future teacher would be able to develop the theme, as determined by law, with his future students.
This course conclusion work aimed to analyze Environmental Education in Science Degree courses, which are courses with different qualifications held at public universities at the federal level in Brazil. The objective was to compare 10 pedagogical projects of Science courses at federal universities with the current and normative environmental legislation for teacher training. The evaluation of pedagogical projects was carried out based on federal environmental education legislation and guidelines and bases for teacher training. The data obtained were separated into tables with the curricular units that work on environmental education, workload, mandatory, and presence on the menu, objectives and other areas of the pedagogical project. Finally, it was found, basically, that pedagogical projects tend to treat environmental education only as a topic within the courses, not aiming to develop the theme as determined, mainly, by federal legislation. To improve this condition, it would be necessary to rethink the pedagogical projects that form science teachers, including environmental education as a theme intrinsic to all the content developed during the undergraduate period. In this way, the future teacher would be able to develop the theme, as determined by law, with his future students.