A perspectiva dos professores sobre a infusão da sustentabilidade no curriculo do ensino superior.
Palavras-chave:
Sustentabilidade, DeSenvolvimento sustentável, Currículo, Transformação, Ensino superiorResumo
Este artigo descreve as percepções de um grupo de professores universitários ibero-americanos sobre a integração da sustentabilidade no currículo. Diferentemente de uma abordagem por competência, argumenta-se que cursos específicos de sustentabilidade fragmentam a realidade, resultando em uma base inadequada para a tomada de decisões sobre questões sociais, econômicas, ambientais e culturais, de forma sistêmica. De fato, a partir dessa estratégia, a natureza é vista como um recurso essencialmente material que deve ser reduzido, reutilizado, reciclado e regenerado. A partir de uma abordagem quantitativa, analisam-se as respostas de um grupo de professores do ensino superior a um questionário sobre sustentabilidade curricular (N = 91). Os resultados mostram que os professores concordam com a inserção da sustentabilidade no currículo, como competência transversal (M= 4,778). Além disso, na questão aberta, a maioria dos docentes está comprometida em incluir a sustentabilidade em seus próprios cursos, a partir de metodologias ativas. Portanto, conclui-se que cursos específicos sobre sustentabilidade não são a melhor estratégia para gerar mudanças atitudinais nos alunos.
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