Por entre os desafios do PIBID: a permacultura como um paradigma pedagógico e formativo

Abstract

Given the growing socio-environmental crises and the challenges imposed on teacher education in the contemporary context, this thesis investigated Permaculture as a pedagogical and formative paradigm in the initial training of science teachers, specifically within the Institutional Program of Scholarships for Initiation to Teaching (PIBID). The study adopted a qualitative approach, grounded in an Action-Research methodology, conducted with 16 scholarship students and teachers from the Interdisciplinary PIBID - Natural Sciences at the Federal University of Southern Frontier (UFFS), over 18 months of immersion. The methodology valued the writing of pedagogical letters as an instrument for collecting information and encouraging reflection, and Discursive Textual Analysis (DTA) for constructing new understandings of the phenomenon. The results show us that PIBID catalyzed personal and professional transformations, while Permaculture was internalized as a philosophy of life, developing a systemic vision and critical socio-environmental awareness in the participants. This approach promoted active and interdisciplinary pedagogical methodologies and consolidated letters as a tool for reflection and communication. The research reveals that the "Permacultural lens" empowers future teachers to act as agents of transformation, re-signifying challenges and cultivating an attitude of "hoping." The study contributes to the popularization of Permaculture and to a critical and engaged teacher education in building more just and sustainable futures.