A dimensão ambiental e os curriculos dos cursos de formação de professor nas Instituições de Ensino Superior em Manaus

Abstract

Higher Education has been challenged to exercise it‟s role in criticizing and bringing awareness to society. Now more than ever because of the radical transformations which the world is submitted. Dilemmas, conflicts and reflections have been rounded this type of education. Among the reflections there is a subject‟s reality related to Environment. Seeing the environmental issue present in this world, the challenge is the insertion of it in the Higher Education. This becomes a challenge because of the Dimension that this issue takes, as is as its complexities. For this procedure, there is the need to review pedagogical contents and actions in the academic sphere and to transform the ethical, social, political, economical and cultural values of the society as a whole. In this perspective, the research addressing this subject is backed by the following presupposition that when it comes to the Amazon Region, the IES‟s curriculum should have the Environmental Education included, prior to the Teacher‟s Formation Course, so the clipping is based in the Degree in Pedagogy Course. Therefore, the objective of this research was to analyze how the Environmental Dimension is inserted in the teacher‟s pedagogical formation in three Institutions of Higher Education of Manaus AM. And specifically, to ascertain the project‟s Pedagogy Course proposals, to check the teacher‟s formation curriculum and to know the pedagogic practice of the teachers in dealing with the Environmental questions. After the conclusion of the research, it was found that in the three investigated IES, the teacher‟s group that deal with the environmental disciplines are graduated in the environmental area, and the course‟s coordinators support the realization of the pedagogic activity. It‟s these institutions‟ differential that they go beyond the curricular proposals. It also was found in the fact that, although some Institutions have in their pedagogical proposals the Environmental Dimension in their curriculum and to perform practical actions in the academic activities, these effective educational actions have small capacity of mobilization and small action radius, staying only locally, without reach of the global sphere. So, the results show that there is a lot to be accomplished by the Institutes of education, for the Environmental Education to receive the needed treatment, capable to transform the citizen in a real propagation and transformation agent.