Educação ambiental e o Programa Institucional de Bolsas de Iniciação à Docência na formação inicial de professoras(es) em Ciências Biológicas

Abstract

The socio-environmental crisis, as it is a problem that deals directly with human behavior, requires an articulation between the environment and the social. Therefore, the school, as a place that forms citizens capable of transforming society, has a fundamental importance in the insertion of the environmental educational process. Therefore, this dissertation has the general objective of understanding the potentialities of PIBID in the initial training and performance of teachers of the Biological Sciences Degree course. As a step in the data production process, we carried out a documentary study of the subprojects and activity reports, using Discursive Textual Analysis (DTA) and then applied semi-structured interviews. The participants of this research are PIBID area coordinators of two HEI campuses who exercised this function in the years 2020 to 2022. From the information produced, the data were analyzed based on the theoretical framework of critical and emancipatory EE as an act of transformation socioenvironmental. The results obtained reveal that the documents that regulate the program, such as the institutional projects and the area subproject, point to the importance of the curricular components being articulated with the BNCC, however, as in the BNCC, these documents minimize socio-environmental issues, silencing EE as a formative process and failing to discuss, or insufficiently discussing, socio-environmental issues. In addition, the participants in this research develop few actions regarding the environmental education process, showing that socio-environmental issues are not satisfactorily present, from a critical perspective. In view of this, this research contributes to the reflection on concepts and actions developed by students and coordinators of undergraduate courses in Biological Sciences participating in PIBID at IES, with regard to EE, and demonstrates the challenges and potential of PIBID for socioenvironmental change in a critical, reflective and emancipatory way, especially in initial teacher training.