Ambientalização curricular nos cursos de licenciatura em Itajubá, estado de Minas Gerais na modalidade de educação à distância (EAD)

Abstract

The present research seeks to relate themes that generate so many debates, teacher training and environmental education, seeking to investigate how themes related to environmental education are presented in the curriculum matrix in distance education degrees in the field of Natural Sciences (Biology, Chemistry and Physics) offered in Itajubá-MG. Regarding the procedures for data collection, document analysis, Pedagogical Projects (PPCs) curriculum/curriculum matrix and menus were used. Categories of the curricular environmentalization process were described based on the indicators raised by the Aces Network, according to the ACES Network there are ten indicators of environmental environmentalization, such as complexity, theory- practice relationship, methodological adequacy, among others. At the end of the data collection and categorization of the same, there was a greater concern about the issues of EE within the courses in the area of Biological Sciences, while in the degree courses in Physics and Chemistry it was noticed that EE occupies a secondary importance in the training of these future teachers. Among the most evident categories of indicators were C9 - Spaces for reflection and democratic participation and C10 - Commitment to the transformation of Society-Nature relations and those that did not appear were categories C2 - Disciplinary order: flexibility and permeability, C5 - Consider the cognitive and action aspects of people and C8 - Methodological adequacy. We understand that the search for a promotion of EE in the process of initial teacher education is of extreme importance and relevance, bringing positive impacts on a large scale and that the analyzed courses are in the process of curricular environmentalization.