Educação para a sustentabilidade em cursos de formação docente da Universidade Federal do Rio Grande do Norte: documentos norteadores e estratégias docentes

The management of actions that can promote sustainability in the various sectors of society has been one of the great challenges of the contemporary world, in view of the degree of anthropic interference on Earth that, in turn, has caused disastrous effects, not only on the environment, but also in the relations between societies and between them and the planet. It is essential to think of strategies that improve the lives of people and the community, seeking to soften these relationships, often polarized in production and consumption, and social injustices, situations that are increasingly common in contemporary times. In this context, the United Nations - UN launched, in 2015, the Sustainable Development Goals (SDGs), an agenda to be fulfilled by 2030 by the signatory countries. Considering that the Federal University of Rio Grande do Norte has been signaling, in its official documents, actions for sustainability and bearing in mind the premise that Education for Sustainability (EDS) is the best way to disseminate the SDGs and, with that, , to put into practice several sustainable actions in an institutionalized way, the objective of this research was to characterize the formative identity for the pedagogical praxis with regard to Education for Sustainability (EDS) and the Sustainable Development Goals (ODS) in the teacher training courses of Federal University of Rio Grande do Norte, seeking to understand how this theme reaches the classrooms in five of these courses: Biological Sciences, Chemistry, Physics, Mathematics and Pedagogy. In this direction, the questions that make up this thesis are: are the official documents of UFRN and the pedagogical practices of teachers in teacher education courses bringing sustainability in its essence? In addition, do the plans of the teachers of these teacher training courses tend towards a transformative pedagogical practice? To answer these questions, the last two Institutional Development Plans of UFRN were analyzed, as well as Resolutions of the Teaching, Research and ...