Araújo, Magnólia Fernandes Florêncio deRamineli, Jorge Luiz Ferreira2021-10-202021-10-202021-05-28RAMINELI, Jorge Luiz Ferreira. Educação para a sustentabilidade em cursos de formação docente da Universidade Federal do Rio Grande do Norte: documentos norteadores e estratégias docentes. 2021. 211f. Tese (Doutorado em Ensino de Ciências e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2021.https://repositorio.ufrn.br/handle/123456789/44667The management of actions that can promote sustainability in the various sectors of society has been one of the great challenges of the contemporary world, in view of the degree of anthropic interference on Earth that, in turn, has caused disastrous effects, not only on the environment, but also in the relations between societies and between them and the planet. It is essential to think of strategies that improve the lives of people and the community, seeking to soften these relationships, often polarized in production and consumption, and social injustices, situations that are increasingly common in contemporary times. In this context, the United Nations - UN launched, in 2015, the Sustainable Development Goals (SDGs), an agenda to be fulfilled by 2030 by the signatory countries. Considering that the Federal University of Rio Grande do Norte has been signaling, in its official documents, actions for sustainability and bearing in mind the premise that Education for Sustainability (EDS) is the best way to disseminate the SDGs and, with that, , to put into practice several sustainable actions in an institutionalized way, the objective of this research was to characterize the formative identity for the pedagogical praxis with regard to Education for Sustainability (EDS) and the Sustainable Development Goals (ODS) in the teacher training courses of Federal University of Rio Grande do Norte, seeking to understand how this theme reaches the classrooms in five of these courses: Biological Sciences, Chemistry, Physics, Mathematics and Pedagogy. In this direction, the questions that make up this thesis are: are the official documents of UFRN and the pedagogical practices of teachers in teacher education courses bringing sustainability in its essence? In addition, do the plans of the teachers of these teacher training courses tend towards a transformative pedagogical practice? To answer these questions, the last two Institutional Development Plans of UFRN were analyzed, as well as Resolutions of the Teaching, Research and Extension Council (CONSEPE), in search of signs that point to the SDGs and sustainability. Interventional interviews were conducted with 198 students and 14 teacher trainers, in person, during classes in 14 curricular components, in the academic semesters from 2018.1 to 2020.1. The results revealed that sustainability has been an issue in UFRN's management plans for over a decade and that its official documents propose actions in sustainability. On the other hand, we have identified documents that will need adjustments for their compliance with the SDGs. The students assessed that the pedagogical strategies used by their teachers favored dialogical practices, respecting the students' life histories, in the direction of a truly transformative teaching that, at least in part, refers to Paulo Freire's conceptions. On the other hand, we also found that some educators planned their classes using strategies considered banking, that is, that they valued memorization excessively. Most of the students and teachers interviewed did not know the SDGs, but even so, the educators and students discussed in their classes, topics related to at least one of the 17 Sustainable Development Goals, with SDG 4 - Quality Education - the most worked during classes. The teachers of the Biological Sciences and Pedagogy courses were the ones who most dealt with the sustainability theme in their classes. The feedback given by the teacher educators on the interventional interviews carried out by the interviewer allowed us to identify that the act of planning for sustainability was not widespread, especially because, apparently, the contents of the subjects did not seem to allow approximation with the SDGs. In addition, we also found in the reports of most teachers, that the interventions performed by the interviewer, during data collection, positively interfered with the act of planning in the Education for Sustainability approach. Despite this, these reports also revealed a concern about the lack of time for more adequate planning, in a perspective of sustainability and the SDGs.Acesso AbertoEducação para sustentabilidadeFormação docenteEducação transformadoraPráxis pedagógicaPaulo FreireObjetivos de desenvolvimento sustentáveldoctoralThesis