Ecofeminismo e educação ambiental em cursos de licenciatura da Universidade Federal de Sergipe

Abstract

This thesis addresses the context of ecofeminism in undergraduate courses at the Federal University of Sergipe (UFS), with the general objective of understanding the challenges faced by teachers in implementing Environmental Education (EE) in initial teacher training courses developed at UFS, indicating the possibilities and limitations for its effective development. This thesis is a qualitative research, aiming to address the socio-environmental problems that permeate society. The techniques selected for obtaining data were documentary analysis of the course policy projects (PPC) of undergraduate courses at UFS and semi-structured interviews. Female teachers who teach in face-to-face undergraduate courses at this university, on its various campuses, participated in this research, taking into account the inclusion of the socioenvironmental dimension in teaching, research and extension. In total, eight female professors, who work in the three pillars of the University under the scope of EA in on-site undergraduate courses at UFS, between the period 2012.1 and 2022.2, responded to the interview. The interviews took place after signing the Free and Informed Consent Form (FICF) and followed a semi-structured script, containing ten subjective questions. Based on the information produced, the statements were analyzed based on the theoretical framework that encompasses ecofeminism from the perspective of critical EA as a political act of transforming reality. The categories of analysis, a priori, took as their theoretical contribution the discussions about critical EA and constructivist ecofeminism. The teachers, women inserted in an environment structured by androcentrism, patriarchy and machismo, which are integral elements of power, face problems in their daily, individual and social practice, which lead them to unfold meaning and significance that are fundamental to addressing and confronting socio-environmental problems and the views and practices that characterize gender differences. Through our research, it was possible to understand the impasses and obstacles that permeate the academic careers of the teachers who work with EA at UFS, and it is clear that gender identities and disparities directly impact the achievement and maintenance of the training of future educators, as well as the challenges and lack of place of EA in UFS undergraduate courses.