Análise da inserção de questões ambientais no currículo de formação de professores de química

Abstract

This research treated on the inclusion of environmental matters in two degree courses of Chemistry in a public university in Pernambuco. Our main objective was to identify how the formation of the Chemistry teacher in these two courses has contemplated the inclusion of environmental issues as defined in the guidelines of official documents which they are subjected to. We had as the theoretical background the production cycle of the curriculum policies developed by Ball and Bowe (1992), establishing this research in context influence, text production context and practice context. It was made a documental research in the national curriculum guidelines that drive the training of teachers / Chemistry teachers and educational projects of each course was conducted as well as interviews with coordinators and teachers of these courses, trying to understand the inclusion of discussions and questions that lead to an environmentally oriented education. The analyzes were performed through a Documentary Analysis and Discursive Textual Analysis. In general, we observed that there is in the texts of national policies for education of Chemistry teachers a concern in forming professionals committed to the environment, mainly motivated by the importance that the environmental question holds in contemporary society. In the pedagogical projects of the two courses studied, in turn, environmental issues are present, without clarifying the forms of their integration to the formative proposal. Still in context of practice, the study subjects show to have knowledge of relevant legislation, recognize their role as responsible for environmental education in the university, as well as the need to input in the initial training courses for teachers discussions around environmental issues. From the perspective of teachers, interventions and activities of environmental educational that are currently performed in both courses can be considered as only a starting point for a more comprehensive approach that needs to be implemented to educate teachers who will teach beyond the technical and scientific knowledge, surpassing chemistry "of" and "in the" environment.