Integração ambiental na Diretriz Curricular Nacional: nuances transversais da formação de professores e a tessitura da sensibilização para a sustentabilidade

Abstract

The research analyzes how environmental concern is incorporated into the National Curriculum Guidelines for teacher training, considering international benchmarks and national regulations that impact higher education. The study adopts a qualitative approach, employing documentary analysis procedures on resolutions from the National Education Council and related guiding documents on environmental education and sustainability, articulated with interpretive reading of empirical data obtained through data collection instruments applied to teachers. The results indicate that the presence of environmental markers in the DCNs exhibits temporal variations and distinct densities, suggesting movements toward the normative institutionalization of the theme, with implications for curricular transversality and the organization of pedagogical practices aimed at environmental awareness. It is concluded that environmental integration, although recognized in normative provisions, requires formative and methodological mediations that enhance coherence between curricular prescription and teaching practice in initial teacher training.