A inserção da temática ambiental nos cursos de licenciatura em matemática das universidades federais do estado de Minas Gerais

Abstract

Inserting environmental themes in all grade levels through all curricular subjects is seen as essential by scholars in the field of education as well as by legislation regarding both Environmental Education and teacher training programs. Thus, this paper aims to analyze the environmental approach in Mathematics Licenciatura Degree courses in the state of Minas Gerais, since such courses train Mathematics teachers who will have to approach it in their Basic Education classes. The Curriculum Guide (PPC) of each degree course, a questionnaire, and a semi-structured interview with the courses coordinators were used for the research. Data from twelve PPC, the responses of six coordinators to the questionnaire and the content of the interviews that were given by five coordinators were analyzed. This research is qualitative and the analysis methodology was based on Content Analysis. As main results, it is possible to highlight that Teaching Activities, either as mandatory or optional subjects, were the most carried out activities addressing the environmental theme, and, less frequently, other activities were also performed, such as lectures, seminars, workshops, events, and extension and research activities. It was also found that while course coordinators point out the importance of approaching environmental themes for the development of teachers who carry on critical thinking while working in their society, some courses address this theme only in elective activities or don't address it at all, which can be seen as a contradiction between the coordinators' indications and what is provided in the PPCs. Finally, the results result indicate that most courses only just mention legislation, such as the PNEA (National Policy for Environmental Education) and the National Curriculum Guidelines (DCN) for teacher training courses (National Curriculum Guidelines), while only one out of twelve analyzed courses carries out activities that are consistent with the objectives highlighted in the mentioned guidelines. In conclusion, for training teachers to acquire the skills that were highlighted by the coordinators of the analyzed courses and in the mentioned legislation, it is necessary for them to develop the three dimensions necessary in educational actions related to environmental themes, namely, the dimension of knowledge, the political dimension, and the axiological dimension – of ethical and aesthetic values. For that purpose, it is necessary for them to attend a wide range of activities, as not only does the teacher develop his skills from curricular subjects, but also from all activities promoted over the degree courses, such as lectures, seminars, workshops, events, and research and extension activities.