Ambientalização curricular em cursos de Ciências Biológicas: o caso da Universidade Federal de Campina Grande, Paraíba
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Data
2016-08-15
Autores
Silva, Dayane dos Santos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Na presente pesquisa buscou-se compreender o processo de Ambientalização Curricular nos cursos de Ciências Biológicas oferecidos pela Universidade Federal de Campina Grande/Paraíba, bem como identificar elementos das características da Red Aces que podem sugerir um processo de Ambientalização Curricular nesses cursos. Essa investigação teve como focos três campi da UFCG situados no Estado da Paraíba, a saber, o campus de Cuité (Centro de Educação e Saúde), o campus de Cajazeiras (Centro de Formação de Professores) e o de Patos (Centro de Saúde e tecnologia Rural), que oferecem o curso de Ciências Biológicas. A opção por esses campi se justifica pela localização em região de semiárido, em área de caatinga, um bioma exclusivamente brasileiro. Considerando esse contexto, realizouse uma pesquisa de natureza qualitativa do tipo “Estudo de caso”. Para a coleta dos dados foi realizada a “análise documental” do Projeto Pedagógico desses cursos, bem como, das ementas e programas das disciplinas nas quais a temática ambiental é contemplada. Realizaram-se, também, entrevistas semiestruturadas com os coordenadores desses cursos e professores responsáveis pelas disciplinas selecionadas. Para a análise dos documentos selecionados e das entrevistas, foram identificadas e interpretadas as temáticas ambientais presentes a partir do referencial teórico referente ao processo de Ambientalização Curricular no ensino superior e autores da área de currículo. A partir da análise da inserção da temática ambiental nos cursos investigados, considera-se que esses cursos têm incorporado elementos referentes à relação sociedade-natureza e do contexto do semiárido ou Caatinga. Dentre as temáticas presentes nos currículos dos cursos estudados, destacam-se a sustentabilidade e desenvolvimento sustentável, a conservação do ambiente, a interferência das atividades humanas na natureza, a relação sociedade-natureza e o conhecimento ecológico tradicional. Para presença de aspectos referentes à característica de contextualização global-local-global, evidenciam-se as questões sobre educação para convivência no semiárido, a escassez da água e o conhecimento ecológico tradicional voltado para o contexto do semiárido. Compreendese, a partir da análise dos resultados, que o processo de inserção da temática ambiental não pode ser entendido enquanto um movimento linear, mas sim, como um movimento contraditório, que envolve condições e elementos que tanto refletem questões como os conflitos estabelecidos entre as orientações e as disputas em torno do currículo, quanto à presença de algumas particularidades que podem representar uma forma de resistência à perspectiva de um conhecimento dominante.
The research aimed to understand the process of curricular greening in Biological Sciences courses from Universidade Federal de Campina Grande, Paraiba, as well to identify characteristical aspects of Red Aces that can be related to curricular greening process in this courses. This investigation focused on three UFCG campuses located in the state of Paraiba, namely the Campus of Cuité (Education and Health Center), the Campus of Cajazeiras (Teacher Training Center) and Patos (Health and Rural Technology Center), which offer the course of Biological Sciences. Our choice of these campuses is justified in view of their location in semi-arid region of savanna area, an exclusively Brazilian biome. Considering this context, we conducted a qualitative study with a “Case Study” design. For data collection, the “desk review” of these courses’ pedagogical project was carried out, as well as considering menus and programs of the disciplines in which environmental issues is contemplated. There were also semi-structured interviews with coordinators of these courses and teachers responsible for the selected disciplines. For the analysis of selected documents and interviews, we identified the environmental themes present and interpreted from the theoretical framework regarding the processes of Greening and Curricular Greening in higher education and authors of the curriculum area. To investigate the influence of the semi-arid or Caatinga context in the curriculum, we used one of the characteristics of an greening study created by Red Aces, ie the local-global-local contextualization. From the analysis of the environmental theme insertion in the investigated courses, we consider that these courses have incorporated aspects of the relationship between society and nature in the context of semi-arid or Caatinga. Among the themes present in the curricula of the studied courses, it is possible to include the sustainability and sustainable development, environmental conservation, the interference of human activities on nature, the relationship society nature and traditional ecological knowledge. For the presence of aspects related to the characteristic of global-local-global context, it is evident the education issues to living in semi-arid, water scarcity and traditional ecological knowledge linked to the semi-arid environment. From the analysis of the results, the environmental theme insertion process cannot be understood as a linear movement, but as a contradictory movement, which involves conditions and elements that reflect issues such as both conflict established between the guidelines and disputes around the curriculum, and the presence of some features which may represent a way of resistance to a dominant knowledge perspective.
The research aimed to understand the process of curricular greening in Biological Sciences courses from Universidade Federal de Campina Grande, Paraiba, as well to identify characteristical aspects of Red Aces that can be related to curricular greening process in this courses. This investigation focused on three UFCG campuses located in the state of Paraiba, namely the Campus of Cuité (Education and Health Center), the Campus of Cajazeiras (Teacher Training Center) and Patos (Health and Rural Technology Center), which offer the course of Biological Sciences. Our choice of these campuses is justified in view of their location in semi-arid region of savanna area, an exclusively Brazilian biome. Considering this context, we conducted a qualitative study with a “Case Study” design. For data collection, the “desk review” of these courses’ pedagogical project was carried out, as well as considering menus and programs of the disciplines in which environmental issues is contemplated. There were also semi-structured interviews with coordinators of these courses and teachers responsible for the selected disciplines. For the analysis of selected documents and interviews, we identified the environmental themes present and interpreted from the theoretical framework regarding the processes of Greening and Curricular Greening in higher education and authors of the curriculum area. To investigate the influence of the semi-arid or Caatinga context in the curriculum, we used one of the characteristics of an greening study created by Red Aces, ie the local-global-local contextualization. From the analysis of the environmental theme insertion in the investigated courses, we consider that these courses have incorporated aspects of the relationship between society and nature in the context of semi-arid or Caatinga. Among the themes present in the curricula of the studied courses, it is possible to include the sustainability and sustainable development, environmental conservation, the interference of human activities on nature, the relationship society nature and traditional ecological knowledge. For the presence of aspects related to the characteristic of global-local-global context, it is evident the education issues to living in semi-arid, water scarcity and traditional ecological knowledge linked to the semi-arid environment. From the analysis of the results, the environmental theme insertion process cannot be understood as a linear movement, but as a contradictory movement, which involves conditions and elements that reflect issues such as both conflict established between the guidelines and disputes around the curriculum, and the presence of some features which may represent a way of resistance to a dominant knowledge perspective.
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Palavras-chave
Ambientalização curricular, Temática ambiental, Região semiárida ou Caatinga, Curso de Ciências Biológicas, Educação superior