Environmentalization on graduate course of teacher formation in Natural Sciences: Analysis to the light of Flexibility and Permeability

Abstract

The environmental theme is largely relevant in social spheres, including formal teaching. Starting from these aspects and also from recognizing teaching institutions as a place of knowledge construction and environmental ethics formation, this paper intends to characterize and reflect upon the process of environmentalization of the teacher formation curriculum, by investigating a graduate course of teacher formation in natural sciences. This analysis understands the curriculum not only as definition of content but also as the repercussions about the institution’s routine. For this, the qualitative results will be presented from the documental analysis of the Institutional Development Plan and the Pedagogical Course Project and the application of interviews with the course coordination, teachers and students. The analysis will be carried according to the Higher Education Environmentalization Network’s diagram, focusing on predictor of flexibility and curriculum permeability.