CURRICULAR ENVIRONMENTALIZATION IN PEDAGOGY COURSES AT HIGHER EDUCATION INSTITUTIONS IN THE STATE OF GOIÁS: CHALLENGES AND PROPOSALS

Autores

  • Fernanda Galdino da Silva Universidade Evangélica de Goiás
  • Josana de Castro Peixoto UniEVANGÉLICA - Universidade Evangélica de Goiás

Palavras-chave:

currículo, Goiás, ecopedagogia

Resumo

The main theme refers to the analysis of curricular environmentalization associated
with Environmental Education studies as a situation analysis. Teachers’ training in Brazil,
especially in the Pedagogy course, for at least two decades, has been seeking to overcome
historical and theoretical dilemmas of its curriculum due to the new training demands of its
undergraduates. Some parts of the society strongly tend to attribute to formal education, and
especially to educators, the responsibility to begin the processes of desirable changes, by
teaching new generations more positive attitudes towards social environmental issues. The
analysis of pedagogical projects, related to coordinators’ and professors’ speech and practice
of Pedagogy courses, becomes relevant since it will characterize the profile and current
conditions of teachers’ training who will work in Early Childhood Education. The challenges and
proposals towards the inclusion of the environmental theme in the initial teachers’ training,
highlighting the curricular environmentalization movement, is still a challenge, since it comprises
the inclusion of knowledge, criteria, social, ethical, aesthetic and environmental values in
College curriculum. In order to know what has already been produced on the inclusion of
Environmental Education in the beginning of educators training, a survey of published studies
was carried out, with a query to the database of the Digital Library of Theses and Dissertations
(BDTD) of the Center for Improvement and Research of Higher Education – CAPES. In this
survey, the dissertations and theses defended from 2015 to 2022 were considered. The
environmental theme in the Pedagogy course would be more appropriate when inserted in a
disciplinary or interdisciplinary way and it was verified that, although there is a consensus among
the subjects regarding the need for its inclusion, there are, on the other hand, disagreements
regarding the “operationalization” of it. There are also limitations imposed on Environmental
Education in the curriculum, such as: teacher training, specificities of the disciplines,
fragmentation of space/time, and contradictions related to the system. The need for research on
this Pedagogy-Environmental Education relationship for the state of Goiás is concluded, since
the interdisciplinary approach to the curriculum is added to the still traditional speech with few
environmental projections.

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Publicado

2022-11-30

Edição

Seção

_CIPEEX_