Sustentabilidade nos projetos de curso de formação de professores: um estudo das licenciaturas da UFSCar Sorocaba

• Autor(a) principal: Carvalho, Laura Leite de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/10543
• topic: Ufscar Sorocaba; Educação Ambiental; Sustentabilidade; Environmental Education; Sustainability; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

Since it began activities in 2006, the UFSCar Sorocaba campus has assumed the concept of sustainability as the guiding principle of its development. This position was inserted in the Institutional Development Plan (PDI), a document that guides the functioning of the university. From the PDI, it was verified that the principles of sustainability, from Environmental Education, must be present not only in the physical aspects of the campus, but also in the professional formation of the students, in which each course must work with these principles of some way. In this way, knowing that the courses have a Pedagogical Political Project (PPP), which contains their contents and principles, it was necessary to analyze them to verify if the recommendations of the PDI, regarding Environmental Education, were met. Therefore, the objective of this research is to analyze the approach of Environmental Education and the presence of the principles of sustainability in the PDI and PPP. In this work, the seven undergraduate courses at UFSCar Sorocaba were analyzed, with the purpose of verifying how the initial formation of campus teachers should deal with issues related to sustainability. The methodology used was documentary research of the eight documents: PDI and PPP of the seven undergraduate courses. The results pointed out that although the PDI presents the principles of Sustainability as guiding the campus, does not deepen these contents and does not present proposals for their implementation. In addition, of the seven undergraduate courses, only three refer to differentiated course formation, focused on sustainability and offer a specific discipline, the other four courses refer to this proposal in a very superficial way and do not offer specific discipline for environmental studies. Thus, it can be seen that the focus for sustainability in all areas of the campus, including vocational training, according to the PDI, is not addressed in the pedagogical projects of all courses, and in some, it is spoken in a shallow way, not making clear, from the analysis of these documents, if UFSCar Sorocaba is fully aligned with the principles of sustainability in the training of its students.