Orientador: Marília Freitas de Campos Tozoni-Reis / Banca: Luciana Maria Lunardi Campos / Banca: Rodrigo de Azevedo Cruz Lamosa / Banca: Lilian Giacomini Cruz / Banca: Maria José da Silva Fernandes / Resumo: A educação ambiental é uma área consolidada na pesquisa e também na escola no Brasil. A educação ambiental crítica vem avançando nos últimos anos no sentido de demarcar sua diferença com as perspectivas mais conservadoras de abordagens mais naturalizantes ou pragmáticas. Neste sentido, neste estudo, respaldados no materialismo histórico-dialético e na Pedagogia Histórico-Crítica buscamos, por meio de uma pesquisa teórica, analisar a inserção da educação ambiental na formação dos pedagogos, como contribuição ao seu papel de intelectual crítico. A partir do estudo exploratório realizado em um curso de Pedagogia em uma universidade pública do Estado de São Paulo, identificamos que a educação ambiental é desenvolvida de maneira incipiente na formação dos pedagogos. Assim, desenvolvemos esta pesquisa teórica para aprofundarmos acerca da educação ambiental na formação dos pedagogos. Para isso, discutimos a identidade do pedagogo no contexto escolar no Brasil, sob a perspectiva da Pedagogia como ciência para a educação ambiental; identificamos a formação dos pedagogos como educadores ambientais, analisando-a na perspectiva do intelectual crítico; e analisamos a função social do pedagogo na escola pública de Educação Básica e sua relação com a educação ambiental. Assim, no contexto político, econômico e social em que vivemos, um Estado guiado pela parcela conservadora da sociedade faz duros ataques às dimensões sociais fundamentais para a vida dos trabalhadores, principalmente a educ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Environmental education is a consolidated field in research and also in school in Brazil. Critical environmental education has been progressing in recent years and demarcating its difference from the more conservative perspectives of naive or pragmatic approaches. Therefore, supported by historical-dialectical materialism and historical-critical pedagogy, we seek, through a theoretical research, to analyze the insertion of environmental education into the formation of pedagogues as a contribution to their role as a critical intellectual. From the exploratory studiy carried out in a course of Pedagogy at a public university in the State of São Paulo, we identified that environmental education is developed in an incipient way in the education of pedagogues. Thus, we developed this theoretical research to deepen about environmental education in the training of pedagogues. For this, we discuss the identity of the pedagogue in the school context in Brazil, from the perspective of pedagogy as a science for environmental education; we identify the formation of pedagogues as environmental educators, analyzing it in the perspective of the critical intellectual; and we analyzed the social function of pedagogue in the public school of Basic Education and its relation with environmental education. Thus, in the political, economic and social context, a State guided by the conservative fraction of society makes hard attacks on the fundamental social dimensions to the workers lives, especia... (Complete abstract click electronic access below) / Doutor

The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.

This study explores children's valuations of their experiences at an environmental education field centre in the Eastern Cape, South Africa. Patterns and tendencies in these valuations are described and discussed in relation to theoretical issues, the results of studies in other contexts and contextual factors which may have influenced valuations. The primary aim is to inform programme development at the field centre studied, but findings could also be useful for field centres in general and could contribute to the debate about environmental education at field centres. The open-ended worksheet, a regular programme activity, used as a data source is discussed and recommendations made regarding its potential use in evaluation and research. Examples are described to illustrate ways in which some preliminary findings of the study had been implemented at the field centre. The need for further research at the field centre is stressed.

Orientador: Cilene Ribeiro de Sá Leite Chakur / Banca: Vânia Galindo Massabni / Banca: Orlene de Lurdes Capaldo / Banca: Telma Pileggi Vinha / Banca: Maria Cristina de Senzi Zancul / Resumo: A presente pesquisa, de natureza exploratória, buscou investigar se a aquisição da noção de respeito ao meio ambiente, que denominamos "moral ecológica", é construída durante o desenvolvimento infantil, solidariamente à construção da moralidade, pressupondo que a noção de respeito no domínio ecológico é a mesma que fundamenta a conquista da autonomia moral. Para esta investigação, foi tomada uma amostra de 15 participantes, sendo cinco por faixa etária - de 6 a 8 anos, 10 a 11 anos e 13 a 15 anos. Mediante o método clínico piagetiano, contava-se às crianças e adolescentes dois conjuntos de histórias: três histórias foram retiradas dos estudos de Piaget sobre a moralidade, focalizando a consciência das regras e as noções de mentira e justiça, e outras quatro histórias hipotéticas foram formuladas especificamente para estudar o respeito ao meio ambiente, focalizando, respectivamente, a coleta seletiva, a extinção das aves, a poluição de um rio e o corte de árvore. Os depoimentos dos participantes foram analisados segundo o referencial teórico de Piaget no que se refere à moralidade, recorrendo-se, também, a alguns estudiosos que ao longo dos anos vêm ampliando o campo de aplicação da teoria piagetiana. A análise dos dados nos permitiu estabelecer três níveis para o desenvolvimento da noção de respeito ao meio ambiente, comprovando que a moral ecológica tem uma dimensão psicogenética e que existe relação entre o desenvolvimento da moralidade e a aquisição da moral ecológica. / Abstract: The present research, of exploratory nature, searched to investigate if the acquisition of the notion of respect to the environment, that we call "ecological moral", is constructed during the childish development, solidarily to the construction of the morality, presupposing that the notion of respect on the ecological field is the same that found the conquest of the moral autonomy. For this investigation, it had been taken a sample of 15 participants, five by age group - form 6 to 8 years old, 10 to 11 years old and 13 to 15 years old. Through the piagetian clinical method, it was told to the children and adolescents two groups of stories: three stories were taken from Piaget's studies about morality, focusing the conscience of rules and the notions of lie and justice, and four another hypothetical stories were created specifically to study the respect to the environment, focusing, respectively, the selective collection, the extinction of the birds, the pollution of a river and the cutting of tree. The statements of the participants were analysed according to the theoretical reference of Piaget concerning to the morality, also helped by some studious that have been amplifying the application field of Piaget's theory. The data analysis allowed us to set up three levels for the development of the notion of respect to the environment, proving that the ecological moral has a psychogenetic dimension and there is a relation between the development of the morality and the acquisition of the ecological moral. / Doutor

This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.

São crescentes os números de iniciativas focadas na promoção da inclusão social por meio de atividades esportivas e educacionais, bem como de propostas direcionadas para a manutenção e melhoria da qualidade do meio ambiente. No Brasil o Programa Segundo Tempo é uma das iniciativas esportivas educacionais de maior expressividade, devido à abrangência e a aspectos organizacionais. O Programa Segundo Tempo, que tem servido de referência para demais iniciativas esportivas educacionais, possui aspectos que podem ser mais bem compreendidos, aprimorados e desenvolvidos, como é o caso das intervenções pedagógicas de Educação Ambiental. Este estudo objetiva identificar e descrever as intervenções pedagógicas de Educação Ambiental realizadas no Programa Segundo Tempo. Para tanto, foi realizada uma pesquisa descritiva de método misto. Na primeira etapa do estudo foram entrevistados 17 professores com expertise nas áreas da Educação Ambiental e de iniciativas esportivas educacionais. Na segunda etapa do estudo, 165 colaboradores, que atuam em núcleos do Programa Segundo Tempo, responderam a um questionário eletrônico. Nos 113 núcleos do Programa Segundo Tempo em que são realizadas intervenções pedagógicas de Educação Ambiental foram investigadas as principais características dessas atividades educacionais, conforme segue: os temas mais presentes foram saúde, qualidade de vida, preservação e conservação ambiental; os objetivos mais encontrados foram o desenvolvimento de comportamento e atitudes ambientais e a promoção da saúde e da qualidade de vida; as propostas de Educação Ambiental mais encontradas foram as realizadas em conjunto com esportes e para a melhoria e manutenção da qualidade dos ambientes empregados pelos núcleos; os aspectos metodológicos que tiveram maior presença foram o contato com a natureza, a presença de desafios, o caráter teóricoprático, o uso de ambientes nos núcleos e nas escolas, além da utilização do futebol, do atletismo, do futsal e do trekking nas atividades educacionais; os instrumentos avaliativos mais empregados foram as observações e os debates; e os professores responsáveis, em sua maioria, da área da Educação Física, integrantes das equipes que atuam nos núcleos do Programa Segundo Tempo e sem qualificação específica em Educação Ambiental. De maneira complementar, as principais características das intervenções pedagógicas de Educação Ambiental realizadas no Programa Segundo Tempo foram discutidas em torno das iniciativas de sucesso e estratificadas por modalidades esportivas. / The number of initiatives focused on promoting social inclusion through sports and educational activities are increasing, as well as proposals aimed to maintaining and improving the quality of the environment. In Brazil the Programa Segundo Tempo is an initiative focused in educational sports with greater expressiveness, due to the scope and organizational aspects. The Programa Segundo Tempo, which has served as a reference for other initiatives focused in educational sports, has aspects that can be better understood, improved and developed, such as the pedagogical interventions of Environmental Education. This study aims to identify and describe the pedagogical interventions of Environmental Education carried out in the Programa Segundo Tempo. Therefore, a descriptive research of mixed method was performed. In the first stage 17 teachers with expertise in the areas of Environmental Education and projects of educational sports were interviewed. In the second stage 165 staffs of the Programa Segundo Tempo answered an electronic questionnaire. In 113 sites of Programa Segundo Tempo that are held pedagogical interventions of Environmental Education the main characteristics of these educational activities were investigated, as follows: The most found themes were health, quality of life, the preservation and conservation of environment; the most frequent objectives were the development of environmental behavior and attitudes and the promotion of health and the quality of life; the most frequent approaches of Environmental Education where the proposals carried out with sports and to improve and maintain the quality of the environments used by the Programa Segundo Tempo Sites; the methodological aspects that have greater presence were the contact with the nature, challenges, theoretical and practical approaches, using environments of the Programa Segundo Tempo sites and of the schools, besides the use of football, athletics, futsal and trekking in educational activities; the most used evaluation tools were the observations and discussions; and teachers, mostly from the area of Physical Education, members of the staff working in sites of Programa Segundo tempo and without specific qualification in Environmental Education. In a complementary way, the main characteristics of pedagogical interventions of Environmental Education held in the Programa Segundo Tempo were discussed around the successful initiatives and stratified by sports.

SILVA, Manoel Sampaio da. A educação ambiental e a sustentabilidade: abordagem ecorrelacional no assentamento da Fazenda Angico. 2013. 190f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-08T11:56:33Z No. of bitstreams: 1 2013-TESE-MSSILVA.pdf: 1223112 bytes, checksum: ad8c4c54c03dc38e6241c63dc338578c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-08T11:59:49Z (GMT) No. of bitstreams: 1 2013-TESE-MSSILVA.pdf: 1223112 bytes, checksum: ad8c4c54c03dc38e6241c63dc338578c (MD5) / Made available in DSpace on 2013-10-08T11:59:49Z (GMT). No. of bitstreams: 1 2013-TESE-MSSILVA.pdf: 1223112 bytes, checksum: ad8c4c54c03dc38e6241c63dc338578c (MD5) Previous issue date: 2013 / The recognition of environmental of education as an important mechanism of politico-social and economic interaction, and essential factor to the improvement of people life quality in rural areas encouraged in me the desire to develop this research with families settled in Angico Farm, aiming to ensure the local sustainability in an ecorelational perspective. Accordingly,a qualitative study based on a bibliographic and local research was carried out, a case study of settled people perception relating to the ecological aspects and to the use of the natural resources of the place, aiming to ensure the place sustainability. In this perspective, it was sought to study the implications and contradictions of educational practices of settled people in the ecological environmental consciousness level. It was used a methodology with interviews with 17 social authors who were references into the settlement, with input of Eco-relational Perspective-PER on the responsible socio environmental practices executed by the group of families, which can help in the construction of an interventional proposition. The general objective of the study is to analyze the socio environmental practices of the settled families as a collaborative device in the building of an ecorelational consciousness; ancestor environmental practices, which are still performed by the group of settled families relating to the soil, land, water, agriculture, livestock, garbage, pesticides. Socio environmental practices were found in the daily of Angico settled families relating to the feeds treatment, to the daily water care to avoid water wastage, as well as to the soil, fauna and flora resources relationship, highlighting, mainly, the harmonious coexistence. / O reconhecimento da Educação Ambiental como um importante mecanismo de interação político-social e econômica e fator essencial à melhoria da qualidade de vida das pessoas do meio rural, incentivou a intenção de desenvolver esta pesquisa com as famílias assentadas da Fazenda Angico, no sentido de assegurar a sustentabilidade local em uma perspectiva ecorrelacional. Nesse sentido, realizou-se uma pesquisa qualitativa, fundamentada numa pesquisa bibliográfica e de campo, do tipo estudo de caso, das percepções dos assentados em relação aos aspectos ecológicos e à utilização dos recursos naturais existentes na área, de forma a assegurar a sustentabilidade do meio. Nessa perspectiva, procurou-se um estudo das implicações e contradições das práticas educativas dos assentados no nível de consciência ecologicoambiental; adotou-se uma metodologia com a aplicação de entrevistas com 17 autores sociais vistos como referências no assentamento, contando com a contribuição da Perspectiva Ecorrelacional-PER sobre as práticas socioambientais responsáveis, executadas pelo coletivo das famílias; que possam auxiliar na elaboração de uma proposição interventiva; O objetivo geral do estudo é analisar as práticas socioambientais das famílias assentadas como dispositivo colaborativo na formação de uma consciência ecorrelacional; as práticas ambientais ancestrais, que ainda são executadas pelo coletivo dos assentados relacionados ao solo, terra, água, agricultura, criação dos animais, o lixo, agrotóxicos. Foram constatadas práticas socioambientais no cotidiano dos assentados do Angico no trato com as sementes, no cuidado diário para o não desperdício da água, bem como no relacionamento com os recursos do solo, da fauna e da flora, destacando, principalmente, a convivência harmoniosa entre si.

RODRIGUES, Diego Adaylano Monteiro. Concepções, práticas e desafios na Mostra de Educação Ambiental do Ceará: o que fazem em educação ambiental os professores de ciências naturais? 2016. 185f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T16:44:29Z No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:48:01Z (GMT) No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) / Made available in DSpace on 2016-04-08T14:48:02Z (GMT). No. of bitstreams: 1 2016_dis_damrodrigues.pdf: 3934877 bytes, checksum: 16065faacbaec0b185768a07b9243ce4 (MD5) Previous issue date: 2016 / The general purpose of this research is to understand how the environmental dimension is translated into the conceptual and practice experiences of natural sciences teachers. These educators develop environmental education activities in Fortaleza (CE) and were awarded in the Exhibition of Environmental Education of the State Teaching Network in Ceará (MEA). This study uses theoretical background from the “Environmental Education” (EE) and “Sciences Teaching” (ST), focusing on concepts of Critical EE, Technological-Scientific Literacy, and Science, Technology, Society and Environment (STSE). The investigation method employed in this thesis has a qualitative nature. In the first phase of this study, we surveyed three MEA organizers who are responsible for EE in Fortaleza and the State of Ceará. Additionally, we analyzed the documents related to the event. Regarding to the faculty (second phase), five women were selected from the State Teaching Network of Fortaleza. Data was gathered using questionnaries, semi-structured interviews, and through the analysis of documented reports sent to MEA. Data evaluation was substantiated by Content Analysis. We realized that MEA is related to other federal and state public policies, specially the ones that promote a sustainability culture in schools. Regarding EE, the event does not make a speech in unison, since one of its purposes is to present conservationist, scientific, resolute and critical insights. The teachers of Natural Sciences and Geography are the most common project advisors, and they usually talk about themes related to rubbish reduction and wastefulness. The MEA is represented by teachers and organizers as a stimulating, action-sharing, reporting and learning space, which highlights the importance of the event. In the second phase of the study, which involves only the sciences teachers, we realized that these professionals often consider the environment as the place where one lives, and that this concept lacks social and political aspects. EE is limited to a pragmatic or conservationist perspective. The ST’s viewpoints support the encouragement of a practical scientific literacy. The surveyed teachers tend to consider natural sciences as primary for EE practices and have more contextualized points of view regarding STSE (according to the evaluated parameters). Conceptions of EE such as parallel axis and appendix of teaching of Science are also predominant in the studied group. In other words, the teachers make a distinction between environmental and scientific contents. Among the group of participants this study, there is a noteworthy teacher who adopts a pragmatic EE conception and is engaged in the process of inserting water-related subjects in school curriculum, with the help of a group named Com-Vida. We conclude that EE proposals in synergy with TS are necessary. The proposals should 10 make curriculum alterations with interventions that query the social structures and the exagerated trust in a scientific-technological neutrality, rather than being restricted to methodological innovations which are parallel to the activities developed in the classroom. The presence of formalized groups in schools such as Com-Vida can assist this process. / O objetivo geral desta pesquisa é compreender como a dimensão ambiental se explicita nas concepções e práticas de professores de ciências naturais, que desenvolvem atividades de educação ambiental em Fortaleza (CE) e participaram da Mostra de Educação Ambiental da Rede Estadual de Ensino no Ceará (MEA). Este estudo utiliza aporte teórico originários da Educação Ambiental (EA) e Ensino de Ciências (EC), centrando-se sobre os conceitos de EA Crítica, alfabetização científica-tecnológica e enfoque Ciência, Tecnologia, Sociedade e Ambiente (CTSA). O percurso investigativo deste trabalho tem natureza qualitativa. Na primeira fase do estudo realizamos entrevistas com três organizadores da MEA que são responsáveis pela EA em Fortaleza e no estado do Ceará, também analisamos documentos relacionados ao evento. Quanto aos docentes (segunda fase do estudo), foram selecionados cinco professoras da área de Ciências Naturais da rede estadual de ensino de Fortaleza (CE). Foi realizada a análise documental dos trabalhos enviados a MEA e a coleta de dados com estas professoras por meio de questionários e entrevistas semiestruturadas. A análise dos dados foi fundamentada pela Análise de Conteúdo. Percebemos que a MEA tem relação com outras políticas públicas federais e estaduais, em especial as que promovem uma cultura de sustentabilidade na escola. O evento, como proposta, apresenta inserções conservacionistas, cientificas, resolutivas e críticas, assim não possui um discurso uníssono quanto a EA. Os professores de Ciências Naturais e Geografia predominam como orientadores dos trabalhos e geralmente abordam temáticas relacionadas a redução de resíduos e desperdício. A MEA é representada pelos professores e organizadores como espaço de estímulo, espaço de compartilhamento de ações, espaço de divulgação e espaço de aprendizagem, o que ressalta a importância do evento. Na segunda fase do estudo, que envolveu apenas as docentes da área de ciências, percebemos que para elas geralmente o meio ambiente é o lugar onde se vive e que esta concepção é ausente de aspectos sociais e políticos. A EA se reduz a uma visão pragmática ou conservacionista. As visões de EC sugerem o estímulo a uma alfabetização científica prática. As docentes tendem a visualizar as ciências da natureza como centrais nas práticas de EA e possuem visões mais contextualizadas sobre CTSA (dentro dos parâmetros avaliados). Também predomina no grupo estudado concepções de EA como eixo paralelo e como apêndice do ensino de ciências. Ou seja, para as docentes existem distinções entre o conteúdo dito ambiental e o científico. Destaca-se uma professora, com concepção de EA pragmática, que trabalha a dimensão ambiental nos conteúdos de Biologia e está engajada no processo de inserção da temática água em todo o currículo escolar, com a ajuda do grupo 8 Com-vida da escola. Argumentamos que são necessárias propostas de EA em sinergia com o EC, que não se restrinjam a inovações metodológicas paralelas as atividades em sala de aula, mas que façam reformulações curriculares com intervenções que questionem estruturas sociais e a confiança exagerada em uma neutralidade da ciência e tecnologia. A presença de grupos formalizados nas escolas como Com-vidas podem auxiliar este processo.

Master of Science / Department of Horticulture and Natural Resources / Jeffrey Skibins / Amid rapidly increasing anthropogenically caused wildlife extinctions, zoos are often expected to embrace the role of proactive conservation organizations. Many are leading the way through innovations in the development of engaging visitor experiences. This paper evaluates the effectiveness of the new and cutting-edge immersive interpretation within the TigerTrek Exhibit at Taronga Zoo (Sydney, Australia), for its ability to influence visitors to engage in pro-conservation behaviors related to certified sustainable palm oil advocacy and consumerism. Survey data were collected from zoo visitors prior to entering the Sumatran Tiger Trek exhibit (n = 514), upon exiting the exhibit (n = 509), and by email at six-week (n = 106) and six-month (n = 18) intervals post-visit to investigate the immediate and long-term impacts of the exhibit on visitors’ pro-conservation behavioral intentions and actual behaviors. Results indicate an increase in post-visit respondents’ levels of awareness (χ2 = 65.26 (1), p < .001), motivation (t = -6.976 (1029), p < .000) and behavior intentions (t = -5.256 (1042), p < .000), however, post-visit respondents also reported increased levels of concern that all palm oil is grown unsustainably (χ2 = 9.09 (1), p < .01), which runs contrary to interpretive messaging. Follow up surveys revealed after both six-weeks and six-months post-visit; 29.2% of respondents purchased a product because it contained Certified Sustainable Palm Oil, however, 50% of six-week respondents had actively avoided buying a product because it contained palm oil. By understanding how visitors perceive the interpretive messaging within an exhibit and appreciating the types of conservation behaviors visitors are willing and able to engage in, zoos can more effectively achieve their conservation campaign goals.

A dimensão ambiental faz parte do dia a dia de todos nós: pessoas comuns, das empresas, e do poder público em toda a parte do mundo. Discutir e compreender as questões ambientais é primordial, principalmente para entender a relação de troca entre o indivíduo com o ambiente. Diante de uma relação tão complexa e significativa como essa, promover a educação ambiental é uma necessidade urgente para a formação dos estudantes em todos os níveis de ensino e ambientes educacionais, seja ele formal, informal ou não formal. A partir desse contexto, o presente trabalho teve como objeto a análise da prática pedagógica adotada por uma instituição de ensino superior para identificar as potencialidades e dificuldades em promover a educação ambiental de forma contínua na dinâmica curricular de seus cursos de graduação. Para tanto, foi realizada uma pesquisa qualitativa junto aos alunos, professores e coordenadores dos cursos da instituição através da aplicação de questionários. Os questionários foram aplicados aos alunos pessoalmente. Os professores e coordenadores responderam aos questionários on line. O objetivo foi identificar a percepção ambiental dos alunos, professores e coordenadores, assim como as dificuldades que encontravam para discutir questões referentes ao meio ambiente. Foram analisados documentos como os Projetos Pedagógicos dos Cursos, para identificar a ocorrência de disciplinas com teor ambiental. O Plano de Desenvolvimento Institucional da faculdade foi analisado com o intuito de verificar a existência de harmonia entre a proposta formativa da instituição e as Diretrizes Curriculares Nacionais para a Educação Ambiental. Os resultados demonstraram a existência da abordagem da dimensão ambiental pelos cursos. Entretanto, existe uma necessidade de ampliação dessa abordagem no sentido de tratar o tema de forma transversal e não apenas através da oferta de um componente curricular ao longo de todo o curso, o que resulta num conhecimento fragmentado. Sendo assim, faz-se necessário um esforço coletivo para a superação dos embaraços e dificuldades que impedem que a educação ambiental seja promovida de maneira satisfatória, condição indispensável para a formação de um profissional-cidadão. / The environmental dimension is part of everyday life for all of us: ordinary people, corporations, and public authority all over the world. Discussing and comprehending environmental issues is crucial, especially in order to understand the relationship of exchange between the individual and the environment. Faced with such a complex and meaningful relationship, promoting environmental education is an urgent need for the training of students of all levels of education and educational environments, weather formal, informal or non-formal. From this context, the present work had as its object the analysis of the pedagogical practice adopted by an institution of higher education to identify the potentialities and difficulties in promoting environmental education in a continuous way in the curricular dynamics of its undergraduate courses. A qualitative research was carried out with the students, teachers and coordinators of the courses in the institution through the application of questionnaires. The questionnaires were applied to the students in person and online to the teachers and coordinators. The objective was to identify the environmental perception of students, teachers and coordinators, as well as the difficulties they encountered in discussing environmental issues. Documents such as the Pedagogical Projects of the Courses were analyzed to identify the existence of disciplines with environmental content. The Institutional Development Plan of the University was analyzed in order to verify the accordance between the training proposal of the institution and the National Curricular Guidelines for Environmental Education. The results demonstrated the existence of the environmental dimension approach by the courses. However, there is a need to extend this approach in order to address the issue in a transversal way and not only through the provision of a curricular component throughout the course, which results in fragmented knowledge. Therefore, a collective effort is necessary to overcome the obstacles and difficulties that prevent environmental education from being promoted in a satisfactory way, indispensable condition for the formation of a professional and citizen.