A educação ambiental nos projetos pedagógicos de cursos do Centro de Ciências Jurídicas e Sociais da Universidade Federal de Campina Grande.

Abstract

Environmental education emerges as an instrument of ethical awareness, enabling the formation of citizens prepared to evaluate and propose solutions to the socio-environmental crisis. In Brazil, from the perspective of the Democratic Rule of Law, the Federal Constitution (CF / 88) takes care of education and the environment as “the right of all”. In order to ensure the effectiveness of such rights, and based on the education restructuring process imposed by the Education Guidelines and Bases Law (LDB), the National Environmental Education Policy (PNEA) was instituted, which requires the implementation of the theme. as an articulated and interdisciplinary educational practice, continuous and permanent in all levels and modalities of education, so that, in higher education, environmental education gained space in the curricular and extracurricular structure of university courses in search of building an environmental awareness by social actors involved. In this sense, the objective was to analyze whether the pedagogical projects of the CCJS / UFCG Administration, Accounting, Law and Social Work courses (PPCs) address environmental education in accordance with the LDB and PNEA. It is justified to deepen the discussions to understand if the curricular execution is able to generate scientific and technological knowledge that can contribute to the sustainable development of the local semiarid region. For that, the methodological procedures used in the construction of the work were the deductive method of approach and the exegetical-legal and the comparative, through the application of SWOT analysis, as procedural methods. The research is characterized as exploratory and qualitative, using for data collection the documentary analysis, mainly of PPCs. From the analysis of the four CCJS PPCs, it was possible to identify, through the SWOT analysis, the internal environment (Forces and Weaknesses) and the external environment (Threats and Opportunities) that influence the treatment of CCJS. The results indicate that the environmental education space in CCJS courses is still incipient in the teaching, research and extension dimensions, and there is some weakness in the elaboration of the PPCs regarding the actions and methodologies to be employed. Most subjects focus only on the specific training of each course; and the research and extension work developed can not involve the entire academic community, which makes the interdisciplinary, transversal, continuous and integrated approach of the subject difficult. In general, the research demonstrates the need to direct greater attention to environmental issues by CCJS / UFCG courses, aiming at pedagogical actions of permanent and persistent reaction, providing the formation of professionals whose skills and abilities are aligned with social and environmental demands.