Educação ambiental no ensino superior: uma proposta para discutir mudanças climáticas na perspectiva da geopolítica

Abstract

To contribute to the educational field, helping to promote a space for dialogue in the academic area we have brought Environmental Education to discuss Climate Change (CC) in the Geopolitical scenario. The purpose of the research was to investigate the production of dialogues that were mobilized during the implementation of a remote extension course in Environmental Education developed for undergraduate students and graduates of a public university. This research was developed used the focus group as the main instrument of data collection. The methodological approach was of a qualitative nature, of exploratory descriptive type. The data were compiled from the transcription of the dialogues (focus groups), questionnaires, and a journal of the researcher. The analysis process used was the Textual Discourse Analysis (TDA), and three categories were formed regarding the understanding of the participants about CC, its causes, consequences, and responsibilities related to the current crisis. The perception of the participants that uncontrolled consumption is the main cause of CC comes to be in accordance with the notes presented in the IPCC reports (2021), which describes that the environmental systemic crisis revolves around various actions triggered by men, especially the exacerbated patterns of consumption. In relation to the participants’ speeches, the climate changes can be identified especially in local contexts with situations related to water crisis, fires, and others. The participants also attributed the fight against CC as being the responsibility of the state, the university, and society. During the focus group, there were no manifestations that showed an understanding of the importance of geopolitical issues to combat the impacts of CC, which led us to point out the need to include a broader training in the undergraduate course, aiming at a training that considers, besides the scientific dimension, also the sócio-environmental, political, and geopolitical issues. As this is research conducted in a Professional Master’s Program, the extension course was evaluated by the participants by filling out a questionnaire and analyzed by DTA and the researcher. According to the participants the course was considered a positive experience, highlighting the opportunity and freedom of dialogues, as well as the relevance of the subject matter nowadays. Our conclusion is that when the university promotes dialogue and debate, the academics who study there could take ownership of the themes and reflect on their practices. As a contribution to this dissertation, a workshop project was developed, in the format of an e-book, to guide educational actions that have the potential to promote a space for dialogue in the academic environment.