Made available in DSpace on 2015-04-30T14:05:09Z (GMT). No. of bitstreams: 1 000467660-Texto+Completo-0.pdf: 1696046 bytes, checksum: 92b4db07dbfd2011aaee90c0f42b52dc (MD5) Previous issue date: 2015 / The aim of this research is to discuss the process of curriculum environmentalization in college education, defined as the entrance of environmental concerns in undergraduate curriculum, at the university Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). In the environmetalization processes we highlight the environmentally oriented disciplines, which state social and environmental dimensions in their teaching plans. The research sought to verify the role of these disciplines in the academic and professional students' training, from the perspectives of professors and students. In order to understand that, I've participated in a survey of environmental indicators, promoted by the Environmental Management Committee (CGA) which indicated the disciplines that were environmentally oriented in the twenty two academic units of PUCRS. I also attended three of these subjects in the Colleges of Education, Economics and Engineering. The methodology used in the research was participant observation, focal group, semi-structured interviews and I also held sets of talks about sustainability. In addition, I did a literature review, documents analysis such as education plans and the students' institutional assessments. The results show that the presence of environmentally oriented disciplines correspond to one concrete experience of the process of environmentalization curriculum at PUCRS. However, there is still a need to make progress in a more qualitative approach in the survey of the CGA, in order to define more precisely which disciplines the social-environmental issues are explicit. The data in the survey allow us to see that there is still a polysemic understanding of the terms of the disciplines environmentally oriented and environment sustainability. This polysemic understanding of the terms made the analysis difficult. Through the observation of the disciplines it was possible to perceive that its implementation encourages the student's interest for social-environment subject. I also identified that those disciplines helped students from different academic units to interact more, which has contributed to the expansion of their interest on sustainability. It is important to highlight that there is still a great deal of things that shall be done for the progress of the discussion about environmentalization of the curriculum at the universities. This can happen trough a more systemic and integrated approach of the disciplines contents, trough an increase of the students engagement in order to built together the curriculum and trough the progress of the incorporation of the ecological thematic area in the undergraduate course. / Esta pesquisa se propôs a discutir o processo de a ambientalização curricular na educação superior, definido como a internalização da preocupação ambiental no currículo da graduação, tomando a Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) como espaço de análise. Dentro dos processos de ambientalização destacamos as disciplinas ambientalmente orientadas, as quais explicitam dimensões socioambientais nos seus planos de ensino. A pesquisa buscou verificar o papel destas disciplinas na formação acadêmica e profissional dos discentes, a partir das perspectivas de professores e de alunos. Para tanto, participei de um levantamento de indicadores ambientais, promovido pelo Comitê de Gestão Ambiental (CGA), em que foram indicadas disciplinas ambientalmente orientadas nas 22 unidades acadêmicas. Também acompanhei três destas disciplinas nas Faculdades de Educação, Economia e Engenharia. A metodologia utilizada consistiu em observação participante, grupos focais, entrevistas semiestruturadas e roda de conversa sobre sustentabilidade, além de revisão bibliográfica e da análise de documentos como os planos de ensino e as avaliações institucionais dos estudantes. Os resultados indicam que a existência de disciplinas ambientalmente orientadas corresponde a uma das experiências concretas de ambientalização curricular da PUCRS. No entanto, ainda é preciso avançar em uma abordagem mais qualitativa no levantamento do CGA, no sentido de definir com maior precisão em quais disciplinas as questões socioambientais estão explicitadas. Os dados desse levantamento nos permitem observar que ainda se conta com um entendimento polissêmico dos termos disciplinas ambientalmente orientadas e sustentabilidade ambiental, o que dificultou a análise. Através do acompanhamento das disciplinas ambientalmente orientadas percebi que a sua realização estimula o interesse dos alunos pela temática socioambiental. Além disso, identifiquei que essas disciplinas possibilitam a interação entre estudantes de diferentes unidades acadêmicas, o que tem contribuído com a ampliação das suas visões de sustentabilidade. É importante destacar que há muito a se avançar nas discussões acerca da ambientalização do currículo no âmbito universitário, o que pode ocorrer por meio de uma abordagem mais sistêmica e integrada dos conteúdos, do aumento do envolvimento dos alunos na construção curricular e do avanço da incorporação da temática ecológica nos cursos de graduação.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-04-27T11:54:33Z No. of bitstreams: 1 467660 - Texto Completo.pdf: 1696046 bytes, checksum: 92b4db07dbfd2011aaee90c0f42b52dc (MD5) / Made available in DSpace on 2015-04-27T11:54:33Z (GMT). No. of bitstreams: 1 467660 - Texto Completo.pdf: 1696046 bytes, checksum: 92b4db07dbfd2011aaee90c0f42b52dc (MD5) Previous issue date: 2015-02-26 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The aim of this research is to discuss the process of curriculum environmentalization in college education, defined as the entrance of environmental concerns in undergraduate curriculum, at the university Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). In the environmetalization processes we highlight the environmentally oriented disciplines, which state social and environmental dimensions in their teaching plans. The research sought to verify the role of these disciplines in the academic and professional students' training, from the perspectives of professors and students. In order to understand that, I've participated in a survey of environmental indicators, promoted by the Environmental Management Committee (CGA) which indicated the disciplines that were environmentally oriented in the twenty two academic units of PUCRS. I also attended three of these subjects in the Colleges of Education, Economics and Engineering. The methodology used in the research was participant observation, focal group, semi-structured interviews and I also held sets of talks about sustainability. In addition, I did a literature review, documents analysis such as education plans and the students' institutional assessments. The results show that the presence of environmentally oriented disciplines correspond to one concrete experience of the process of environmentalization curriculum at PUCRS. However, there is still a need to make progress in a more qualitative approach in the survey of the CGA, in order to define more precisely which disciplines the social-environmental issues are explicit. The data in the survey allow us to see that there is still a polysemic understanding of the terms of the disciplines environmentally oriented and environment sustainability. This polysemic understanding of the terms made the analysis difficult. Through the observation of the disciplines it was possible to perceive that its implementation encourages the student's interest for social-environment subject. I also identified that those disciplines helped students from different academic units to interact more, which has contributed to the expansion of their interest on sustainability. It is important to highlight that there is still a great deal of things that shall be done for the progress of the discussion about environmentalization of the curriculum at the universities. This can happen trough a more systemic and integrated approach of the disciplines contents, trough an increase of the students engagement in order to built together the curriculum and trough the progress of the incorporation of the ecological thematic area in the undergraduate course. / Esta pesquisa se prop?s a discutir o processo de a ambientaliza??o curricular na educa??o superior, definido como a internaliza??o da preocupa??o ambiental no curr?culo da gradua??o, tomando a Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) como espa?o de an?lise. Dentro dos processos de ambientaliza??o destacamos as disciplinas ambientalmente orientadas, as quais explicitam dimens?es socioambientais nos seus planos de ensino. A pesquisa buscou verificar o papel destas disciplinas na forma??o acad?mica e profissional dos discentes, a partir das perspectivas de professores e de alunos. Para tanto, participei de um levantamento de indicadores ambientais, promovido pelo Comit? de Gest?o Ambiental (CGA), em que foram indicadas disciplinas ambientalmente orientadas nas 22 unidades acad?micas. Tamb?m acompanhei tr?s destas disciplinas nas Faculdades de Educa??o, Economia e Engenharia. A metodologia utilizada consistiu em observa??o participante, grupos focais, entrevistas semiestruturadas e roda de conversa sobre sustentabilidade, al?m de revis?o bibliogr?fica e da an?lise de documentos como os planos de ensino e as avalia??es institucionais dos estudantes. Os resultados indicam que a exist?ncia de disciplinas ambientalmente orientadas corresponde a uma das experi?ncias concretas de ambientaliza??o curricular da PUCRS. No entanto, ainda ? preciso avan?ar em uma abordagem mais qualitativa no levantamento do CGA, no sentido de definir com maior precis?o em quais disciplinas as quest?es socioambientais est?o explicitadas. Os dados desse levantamento nos permitem observar que ainda se conta com um entendimento poliss?mico dos termos disciplinas ambientalmente orientadas e sustentabilidade ambiental, o que dificultou a an?lise. Atrav?s do acompanhamento das disciplinas ambientalmente orientadas percebi que a sua realiza??o estimula o interesse dos alunos pela tem?tica socioambiental. Al?m disso, identifiquei que essas disciplinas possibilitam a intera??o entre estudantes de diferentes unidades acad?micas, o que tem contribu?do com a amplia??o das suas vis?es de sustentabilidade. ? importante destacar que h? muito a se avan?ar nas discuss?es acerca da ambientaliza??o do curr?culo no ?mbito universit?rio, o que pode ocorrer por meio de uma abordagem mais sist?mica e integrada dos conte?dos, do aumento do envolvimento dos alunos na constru??o curricular e do avan?o da incorpora??o da tem?tica ecol?gica nos cursos de gradua??o.