Ambientalização curricular no curso de Ciências Econômicas da Universidade Federal da Fronteira Sul

Abstract

In the courses of Economic Sciences, which prepare professionals to seek the best and most efficient allocation of resources, the integration of environmental aspects into the curriculum adds significant learning and a direct commitment to environmental issues, essential for educating conscientious and responsible professionals. Therefore, this study aimed to analyze if Curriculum Environmentalization is encompassed in the Economics program at the Federal University of the Southern Frontier. A qualitative research design was chosen, configured as an explanatory case study. To achieve this, data collection techniques, including documentary research and semi-structured interviews, were employed. Interviews were conducted with 11 faculty members from the 19 selected courses in the curriculum, as well as with 2 course coordinators (the former and current). Data analysis was conducted using the 10 categories proposed by the ACES Network to achieve an environmentalized curriculum. It was observed that, although the Economics program at UFFS has a curriculum structure that allows for the inclusion of categories related to curriculum environmentalization, faculty members highlighted significant challenges in integrating the didactic and pedagogical practices necessary to explore all 10 categories in the analyzed courses. The mentioned difficulties are linked to the restriction of available hours for the proposed content, courses predominantly presenting a theoretical and economic bias, and the lack of specialization in environmental education among the faculty. Despite these identified challenges, the faculty demonstrated effort in their teaching practices, as they believe in the importance of educating professionals who are conscious of environmental issues and contribute to sustainable development in their professional activities.