A educação ambiental no centro universitário de União da Vitória - Paraná

• Autor(a) principal: Meyer , Andréia Aparecida Soares
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
• Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1278
• topic: Educação ambiental; Educação Superior; Políticas; Práticas; União da Vitória – PR; Environmental education; Higher education; Policies; Practices; CIENCIAS HUMANAS::EDUCACAO

This study deals with Environmental Education in Higher Education, having as a research site the Centro Universitário de União da Vitória (University Center of União da Vitória), in the state of Paraná. The guiding question seeks to answer how Environmental Education is constituted in the Centro Universitário de União da Vitória. The objectives are: (a) to analyze Environmental Education in the context of Higher Education; (b) to map the actions of Environmental Education carried out by the research institution, in the dimensions of physical space, democratic management and curricular organization; (c) to characterize the Environmental Education practices carried out in the undergraduate courses of this institution; and (d) to indicate possible actions of Environmental Education for this educational institution, aiming at the adaptation to the current policies of Environmental Education. This study is based on the qualitative research approach. Field data were collected using documents such as the Institutional Development Plan (PDI) and the Political-Pedagogical Projects (PPP) of the undergraduate courses of the institution. The methodology included participant observation and interview with coordinators of the twelve undergraduate courses of the institution. Content analysis was used for interviews. The results of the research indicate that, with respect to physical space, the institution presents some aspects that can be strengthened, such as accessibility, water and energy efficiency, green areas and sustainable mobility, and that there are already ongoing projects to remedy some of these disabilities. With regard to democratic management, several positive points were mentioned in the interviews, such as transparency in processes, respect for human rights and diversity, and the good relationship of the institution with the local and regional community stood out. In the PDI, although there is an Environmental Education policy, it was observed that there is a lack of detailed strategies for the actions listed in the plan. With regard to PPPs, it was identified that a limited number of courses mention Environmental Education policies, and therefore, a revision of these documents is required through collective work. Continuing education in Environmental Education is another aspect that deserves special attention in the dimension of democratic management. In the curricular organization, Environmental Education prevails as content in some subjects, in most courses. With respect to the Environmental Education practices identified in the courses, most are extension projects and present a conservative and pragmatic characteristic. Considering the data obtained in the research, there is no doubt that the institution is carrying out several important actions in the three dimensions. However, it is necessary a more adequate planning, according to the current policies, articulating physical space, democratic management and curricular organization, seeking to work in an inter or transdisciplinary perspective, always considering their community of life and the critical and transformational nature of Environmental Education.