Ambientalização curricular no curso de pedagogia da UESB - Campus Itapetinga: narrativas de formação e trajetória profissional dos/as egressos/as

Abstract

In view of the context of environmental and sociocultural (in)sustainability experienced in contemporary times, the recognition of the setbacks faced in the various spheres of society, at a global level and, especially, in the Brazilian context, there is an urgent need to expand the shared efforts around the construction sustainable alternatives and more equitable, ethical and sustainable ways of life. In this context, Higher Education Institutions (HEIs) are essential spaces for the aforementioned process, due to their social responsibility. Environmental Education constitutes an important device in this sense; it has a strategic sense in the environmentalization of the curriculum, of teaching and, therefore, of the society/community in which the HEI is inserted. Hence the challenge of HEIs in the sense of ensuring the process of Curricular Environmentalization from the insertion of a critical perspective of Environmental Education within the curricula of the courses they teach. In view of the above, and considering the responsibility of UESB, Campus de Itapetinga/BA, with regard to the socio-environmental training of graduates, in a context historically marked by a (un)sustainable development model from the socio-environmental point of view, resulting from the monoculture of extensive and impactful cattle ranching and, consequently, the rural exodus and urban concentration; the intensity of deforestation, the constant use of fires, among other challenges and their respective socio-environmental and cultural consequences, we believe that the development of this investigation is essential within the scope of the Degree in Pedagogy of this Institution. The research started from some guiding questions, such as: What is the view of the graduates about the Environment and EE? How do graduates conceive the presence of Environmental Education in the curriculum of the Pedagogy course? What are the Environmental Education activities experienced by the students during the course? What is the reflection of the training experience in EE for the professional field of the graduate? In view of these questions, the General Objective was defined: To understand, based on the narratives of the graduates, the way in which curricular environmentalization was being enhanced in the Pedagogy course at UESB and the possible contribution of this training process to the professional field of /a Pedagogue. The Specific Objectives are: To know the perception of the Environment and Environmental Education of the graduates; to understand how the graduates conceive the presence of Environmental Education in the curriculum of the Pedagogy course; to identify the Environmental Education activities experienced by the students during the course; to analyze the reflection of the training experience in EE for the professional field of the graduate. The research is of a qualitative nature and is characterized by the development of an empirical study, with the methodological course based on (auto)biographical research, using epistolary letters as a means of obtaining information. Thus, from the data analysis, it was possible to conclude that the Pedagogy course at UESB, in its first decade of existence, was crossed by a process of curricular environmentalization, favored by the synergy of social mediators who contributed to the history of the socio-environmental movement in the Municipality, thus achieving its objective of contributing to the socio-environmental training of the graduates.