Cursos de Pedagogia em Universidades Federais brasileiras: políticas públicas e processos de ambientalização curricular
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Data
2011-08-12
Autores
Oliveira, Maíra Gesualdo de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A discussão em torno da temática ambiental e das possibilidades do processo educativo relacionado com as questões propostas por essa temática se faz presente em muitos setores da sociedade atual. O governo vem intensificando a proposição de políticas públicas para a área e ressaltando a importância de articulação dessas questões no âmbito do ensino formal. A produção e veiculação de pesquisas e a proposição de programas e ações relacionados, principalmente, com a inserção da educação ambiental nesse âmbito da educação nos permitem vislumbrar a amplitude que tal iniciativa vem tomando. Acreditando que a inserção da dimensão ambiental no nível superior e, principalmente, naqueles cursos que formam professores é fundamental para a operacionalização dessas questões na escola básica e, consequentemente, em outras esferas da sociedade, buscamos, neste trabalho, analisar projetos político-pedagógicos de cursos de Pedagogia, na tentativa de identificar possíveis processos de ambientalização curricular de cursos de universidades federais brasileiras, bem como analisar documentos oficiais que explicitam propostas e políticas de inserção da temática para a formação de professores, no sentido de tentar entender as relações entre os projetos dos cursos de pedagogia e as políticas públicas para o setor. Fazendo parte de uma pesquisa que se desenvolveu no âmbito do Projeto Observatório da Educação/MEC, financiado pela CAPES/MEC, procuramos, através da metodologia da ―construção de sentidos‖, explorar sentidos relativos à temática ambiental, a partir dos projetos político-pedagógicos dos cursos citados e das políticas e propostas que, de alguma maneira, acreditamos tenham influência na construção dos currículos desses cursos. Para interpretar os resultados, buscamos apoio de autores...
The discussion on the environment theme and on the possibilities involving the educational process related to the questions posed by this theme is present in several sectors of current society. The Brazilian government has been increasing the number of environment-related public policies, pointing out the importance of linking and working on such questions within the formal teaching context. The development of researches and the dissemination of their findings, along with the proposition of programmes and actions related particularly to the introduction of environmental education into formal teaching, allow us to observe the dimension that such initiative is taking. In this work, considering that the inclusion of the environmental field in higher education, especially in teacher education courses, is essential to approach these questions in basic education, as well as in other sectors of society, we try to analyse political and pedagogical projects from Pedagogy courses in order to identify potential processes of curriculum greening in courses offered by federal Brazilian universities, and their relationship with environment-related public policies. Being part of a research carried out under the Education Observatory Project/MEC, financed by CAPES/MEC, this work uses the ―meaning construction‖ methodology to explore meanings referring to the environment theme provided by the political and pedagogical projects of the aforementioned courses, as well as by policies and proposals that somehow have played a role in the development of the curricula of those courses. Works on environmental education, teacher education, curriculum and education policies provided support to the interpretation of the results. Some reflections on the results suggest that the environment theme is being introduced into the courses, mainly by... (Complete abstract click electronic access below)
The discussion on the environment theme and on the possibilities involving the educational process related to the questions posed by this theme is present in several sectors of current society. The Brazilian government has been increasing the number of environment-related public policies, pointing out the importance of linking and working on such questions within the formal teaching context. The development of researches and the dissemination of their findings, along with the proposition of programmes and actions related particularly to the introduction of environmental education into formal teaching, allow us to observe the dimension that such initiative is taking. In this work, considering that the inclusion of the environmental field in higher education, especially in teacher education courses, is essential to approach these questions in basic education, as well as in other sectors of society, we try to analyse political and pedagogical projects from Pedagogy courses in order to identify potential processes of curriculum greening in courses offered by federal Brazilian universities, and their relationship with environment-related public policies. Being part of a research carried out under the Education Observatory Project/MEC, financed by CAPES/MEC, this work uses the ―meaning construction‖ methodology to explore meanings referring to the environment theme provided by the political and pedagogical projects of the aforementioned courses, as well as by policies and proposals that somehow have played a role in the development of the curricula of those courses. Works on environmental education, teacher education, curriculum and education policies provided support to the interpretation of the results. Some reflections on the results suggest that the environment theme is being introduced into the courses, mainly by... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Professores - Formação, Educação ambiental, Educação - Brasil, Politicas publicas, Pedagogia, Pedagogy - Teaching
Como citar
OLIVEIRA, Maíra Gesualdo de. Cursos de Pedagogia em Universidades Federais brasileiras: políticas públicas e processos de ambientalização curricular. 2011. 168 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2011.