A inserção da temática ambiental no ensino superior: um estudo na Universidade Tecnológica Federal do Paraná/Câmpus de Toledo

• Autor(a) principal: Quinelato, André Luis
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/1822
• topic: Educação ambiental; Ensino superior; Documentos institucionais; Environmental education; Higher education; Institutional documents; CNPQ::OUTROS::CIENCIAS

The principles related to environmental education can be considered as tools for raising awareness and training the population to face environmental problems, in view of the ecological crisis and social relations today. More than that, indicate the need for awareness of environmental problems undissociated social problems, as one of the bases of the ecological crisis is precisely the fragile relationship between the natural and social environment. Thus, these principles should be present and be discussed permanently in Education at all levels and modalities of the educational process. Therefore, it becomes strategic in higher education, because he is the level where future professionals to make sure the performance of their profession, able to act for the sake of environmental sustainability and to resist the ills arising from the current production system. In this regard, in order to verify the inclusion of environmental issues in higher education, we propose this work in the Federal Technological University of Paraná in the Campus of Toledo, through documentary research and semi-structured interviews with the general direction and several courses of teachers selected campus. Also, we try to analyze the implementation of environmental education as an institutional strategy in the pursuit of education linked to sustainable principles and a citizen action of the professional future, given the governing Law No. 9.795, of April 27, 1999, which has on environmental education and establishing the National Environmental Education Policy. We used content analysis method for the interviews and document analysis method for institutional documents. It was found that environmental issues and principles related to environmental education are placed in institutional documents, but not a central concern of the institution. These principles are incorporated into the courses in their educational projects and for the inclusion in the disciplines, especially in the core elective courses, causing the disciplining and imprisonment of environmental issues in the curriculum of courses. It stresses the need to go beyond the ideas of institutional documents seeking its practical effectiveness, permeating the actions developed through teaching-research-extension, and inducing significant changes in the university space.