A educação ambiental no percurso formativo de licenciandos em Ciências da Natureza da Universidade Federal do Pampa

Abstract

The present thesis had the intention of verifying how the theme Environmental Education (EE) is approached and developed along the formative path of Natural Sciences undergraduates at Unipampa, as well as the participation and commitment of the subjects involved through intervention. The teaching of EE, according to the guiding educational documents, must be developed in an interdisciplinary way along the formative axes and at different levels of education. In this context, it is necessary to discuss new concepts of EE promotion, the elaboration of actions and practical activities in the formation of students and also about their possible involvement with their reality, seeking to act on the improvement of existing relationships. Thus, it emphasizes the importance of carrying out an interdisciplinary and transversal work to deal with conceptions, strategies and practices that could be inserted in the university and in teacher training courses in order to become meaningful and effective in the social and environmental emancipation process. When dealing with this area of knowledge, it is important to understand its historical process, the social and developmental fields in society, in order to understand the present action and the construction of the future. Thereby, the formation in EE of undergraduate students of Nature Sciences at Unipampa was investigated, analyzing the Pedagogical Project of the Course (PPC), the students' conceptions about EE, the ways of approaching throughout the course and the development of an action strategy, seeking to contribute to the emergence of new knowledge that enables the improvement of the insertion of EE in teaching practice. Therefore, the following research problems arise: How do the processes and perception of EE occur in the initial training of teachers of Nature Sciences at Unipampa, Campus Uruguaiana? Can inserting it in an interdisciplinary and practical way, through active teaching methodologies, in the formation of these students contribute to their formation? The work is characterized as an exploratory, sample, documentary, exploratory and field research, with qualitative and quantitative analysis. As a data production instrument, we used semi-structured questionnaires, participants' reports and document evaluation and the focus group was composed of students from the Natural Sciences course. The PPC analysis was based on document analysis. In the intervention, the Problematization Methodology with the Arch of Maguerez was used. From the investigation, it was found that the PPC partially includes training in EE; regarding the environmental perceptions of students, it can be inferred that they are in the process of construction. In this way, with the intervention actions through active methodologies, they demonstrated that they felt more contemplated and prepared to act in the EE theme in accordance with the objectives set out in the legislation, as well as contributing to the formation of more autonomous and critical reflective students.