Avaliação de desempenho da educação ambiental em um curso de graduação de uma instituição de ensino superior

Abstract

Environmental education, the first educational theme related to the concept of education for sustainable development, is the vision of universities oriented towards the environment. But the environmental education that exists is not the kind of education that will save humanity or the planet. It emphasizes theories about values, the answers to questions, and technical efficiency about consciousness. Furthermore, it is necessary to frequently monitor the effectiveness and efficiency of environmental education and employ methods for this purpose. However, most existing assessment methodologies address governance and operations issues, leaving education, research and outreach less addressed. The stakeholder engagement, in these methodologies, is seen merely as a desirable feature of the assessment process. Other methodologies still, are based on qualitative and subjective data. Thus, the objective of the research is to build a performance evaluation model for environmental education for the Civil Engineering course at the Universidade Tecnológica Federal do Paraná. It is a case study, with data collection through interviews with the Course Coordinator, complemented by questionnaires and documental analysis. A systematic literature review was conducted using ProKnow-C. The intervention instrument used was the MCDA-C methodology. The model built allows the Coordinator to understand environmental education intertwined with the course, for training through competences, in order to assess the current status of the course and its desired final state, regarding the environmental literacy of the next generation of decision makers and influencers, as well as the actions required for its management. In addition to building the model itself, based on the constructivist perspective, other results contribute to the advancement of pre-existing knowledge on the subject of performance assessment of environmental education in HEIs: the model was concerned with explaining the Stakeholder Theory to explain the advantages, with the use of participatory approach methodologies; the built model considers and evaluates environmental education incorporated into the course's subjects, in addition to managing information on methodologies for active learning, implementation of new learning spaces and project guidance; performance indicators have characteristics of a functional system; and, the constructed model shows that the Civil Engineering course has been contributing with themes related to the ODS.