ENVIRONMENTAL EDUCATION, VALUES AND CURRICULUM: A PEDAGOGICAL PROJECT ANALYSIS OF THE DEGREE COURSE IN GEOGRAPHY

Abstract

This study stems from the partial results of a doctoral dissertation. It aims to investigate the formative dimensions advocated in training procedures for teaching and the places occupied by Environmental Education (EE) in the Pedagogical Project (PPC) of the Geography Degree Course at the State University of Londrina. We applied the theoretical framework of content analysis for the data management, analysis, and interpretation. The analytical movements showed that the course advocates training in the conceptual-specific field, values an appropriate understanding of science, preparation for interdisciplinary work and seeks a humanist perspective, primarily focused on social justice, respect for diversity, and democracy. Regarding EE, the field is present in the disciplinary conformation, and, in addition to the specific discipline, there are epistemological elements concerning the field in two other disciplines that make up the curriculum. As the investigation results, we propose approximations between the EE and the Teaching of Diversity Geography disciplines to create fruitful training spaces so that the concepts can be more intensely elaborated to transform understandings into pedagogical actions, avoiding upcoming paradigmatic traps.