Abordagem da educação para a sustentabilidade em cursos de licenciatura em Biologia da região amazônica paraense: perspectivas teóricas e metodológicas

Abstract

The research focused its research efforts on the educational context of training in Biology in the Amazon region of Pará, contributing to the appreciation and understanding of the scenario of action, experiences and perspectives of teacher training courses in a region that, in addition to vast biodiversity, has of significant importance in the sociocultural formation of the country. The main objective was to characterize the theoretical-methodological approaches of Education for Sustainability in Biology Degree courses in the Amazon region of Pará under several aspects: relationship with the Sustainable Development Goals (SDGs) in Course Pedagogical Projects (PPC), the principles of Education for Sustainability in teaching practice, in the perception of students and in Course Completion Works (TCCs). To this end, the study adopted a qualitative and quantitative methodological perspective, assuming aspects of bibliographic, documentary, field and a narrative approach with a trajectory divided into four phases which covered actions ranging from the analysis of PPCs, to the application of questionnaires with teachers and students. The qualitative analysis was carried out by the Iramuteq software, version 0.7 alpha 2 associated with the content analysis, and the quantitative analysis was carried out by the Past software, version 4.07b and Excel 2017. The results elucidate that the SDG 3 (health and well-being), 4 (quality education), 8 (decent work and economic growth), 15 (life on earth) and 16 (peace, justice and effective institutions) are present in all the PPCs of the five educational institutions studied. In contrast, SDGs 5 (gender equality) and 11 (sustaining cities and communities) are not addressed in two analyzed documents. Two 145 CBTs analyzed, 71.72% will reveal that the most represented categories are 2 (direct to education) and 7 (direct to biodiversity). In relation to the teaching approach, teachers give greater emphasis to the principles: “direct to life”, “direct to equality” and “direct to respect”. On the contrary, the principle “directly to culture” was the one that presented the lowest rate of approach by teachers. In short, teachers show educational perspectives that prioritize critical, contextualized and practical training for their students. Meanwhile, we need careful reformulation and updating of teaching practice, mainly, not that it says respect and even strengthening the cultural, social and environmental dimensions. The perception of students is shown in accordance with the guidelines presented in the guiding documents of the courses and with the theoreticalmethodological perspectives presented to the professors, given that it addresses all the principles of Education for Sustainability in their responses to the applied question, in some cases. It also demonstrates insecurity in the established relationships between the topics and the training you are receiving. The gaps presented converge as the finds in the bibliographical research to reveal the small existence of studies that investigate the influence, insertion and consequences of integration between the principles of Education for Sustainability and initial formation in the Bachelor's Degree in Biology. The data presented for the investigation, in general, evident, in a certain degree, in the absence of association of complex issues interlinked with humanity, and which, therefore, form part of the life and history of cultural formation of people, as the course that is being offered. In this sense, consider the principles of Education for Sustainability in teacher training, including curriculum and discipline, because it is closely related to the training of city professionals who act in relation to the education of other people.