Curricular greening in highereducation: characteristics and trends of brazilian dissertations and theses (1987-2009)

• Autor(a) principal: Rink, Juliana
• Data de Publicação: 2020
• Outros Autores: Megid Neto, Jorge
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/12293
• topic: Educação; Ambientalização Curricular; Pesquisa Educacional; Educação Superior; Educação Ambiental; Curricular Greening; Educational Research; Environmental Education; Higher Education

This research integrated an interinstitutional project of identification, analysis and evaluation of Brazilian dissertations and theses in Environmental Education (EE) defended in the period 1987-2009 (Projeto EArte) and we addressed the following question: what concepts and practices of curricular greening can be observed in the dissertations and EE theses aimed at training environmental teachers and educators? Our goal was to analyze the curricular greening processes proposed and / or studied by these dissertations and theses. The survey of documents was carried out with the Bank of Theses of the EArte Project, whose data were obtained from the Bank of Theses of Capes and other sources of information of the Brazilian scientific production. 85 dissertations and theses were identified with respect to the theme of this research, from a universe of 2,151 research works in AE produced within the scope of Brazilian postgraduate studies until 2009. In addition to the production scenario (year of defense, producing institutions, degree of degree) academic among other aspects), the documents were analyzed in relation to the following curricular-environmental descriptors: modality of the degree course; curricular area, type of study; conception of environmental education; and curriculum design. Among the results, we highlight that the works predominantly cover degrees in Biological Sciences and Pedagogy; most of them developed curricular diagnosis of specific courses and / or disciplines, with little research implementing and evaluating curricular greening proposals; most of the processes investigated by the works bring non-critical perspectives on EE, linked to conservationist and pragmatic trends; there is an incipient presence from the perspective of critical EE in the set of documents, albeit in a prognostic and theoretical way. The study also indicated the persistence of the debate about turning the environmental theme into subjects in the initial training of teachers and educators and pointed to several institutional conditions that favor restricted and specific curricular greening processes.