A ambientalização curricular no curso de licenciatura em ciências biológicas da Universidade Federal da Fronteira Sul – Campus Laranjeiras do Sul

Abstract

The increase in environmental problems experienced in recent years shows the urgency of building a society that is active in preserving the environment and natural resources, thinking about development in such a way that economic issues have the same importance as social and environmental issues. However, for this to happen, we need professionals who are aware and active in their practices linked to the preservation of nature and natural resources. To achieve this awareness, in higher education, curricular environmentalization provides training in which the environment is at the heart of learning, with professional training not displaced from environmental awareness, and establishes a commitment to the role of this professional in building a sustainable society . In this context, this research aimed to verify the presence of the environmental theme in the Biological Sciences Degree course at the Federal University of Fronteira Sul, campus Laranjeiras do Sul-PR. To meet the proposed objective, a historical review of the creation of the Biological Sciences course was carried out, the characterization of the course and the selection of disciplines in which the environmental theme was present, so that the presence of the categories of curricular environmentalization proposed by the ACES Network, seeking to understand which teaching practices strengthen this environmentalization. Therefore, this research is characterized as applied using a qualitative, descriptive and exploratory method. For data analysis, documental research and semi structured interviews were carried out with the course coordinator and the professors of the selected disciplines. 22 curricular components (CCRs) were selected to analyze the presence of the 10 categories of the ACES Network in their teaching and learning proposals. As for the difficulties found related to the adhesion of the categories of curricular environmentalization in the practices of the interviewed professors, issues related to a traditional formation of the professor, the lack of time of the professors in proposing the articulation of theoretical knowledge to practical questions, the insertion of methodologies active, interdisciplinary and extension to provide a greater critical and active sense. However, when the presence of the curricular environmentalization categories was evidenced, the teachers' commitment is the differential, allowing the students' environmental awareness to happen together with technical learning, through practical and extension activities in which the student is active in the process of learning, seeking interdisciplinarity and different methodologies appropriate to the content learned.