Greening Curriculum in Physics Courses: History Development and Reflections in the Brazilian context
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n2p480Keywords:
Environmental Education, Physics Education, Greening Curriculum, Environmental Physics, Paulo FreireAbstract
In this article, an investigation was conducted into Curriculum Greening in Physics degree programs, initially exploring its origins in the international context and subsequently its perspectives within the national framework. The environmental theme gained prominence in the 1970s, driven by international conferences such as the Stockholm Conference (1972) and initiatives like the ICE Project in the United States. During this period, environmental issues began to be incorporated into undergraduate curricula, reinforcing the importance of the topic. In the Brazilian context, Law 9.795/99 and Paulo Freire's approach to generative themes provide a foundation for integrating environmental issues into Physics education. The objective of this study is to analyze, through a review of the scientific literature, the main contributions, challenges, and trends related to the process of Curriculum Greening in Physics teacher education programs, with an emphasis on the inclusion of Environmental Education and socio-environmental issues in initial teacher training. We argue that the integration of interdisciplinary themes aims to overcome the compartmentalization typical of the traditional Physics curriculum, foster the development of critical and socially conscious students, and encourage sustainable solutions to contemporary environmental challenges. In this way, we contribute to the theoretical foundation of the relationship between Physics education and the field of Environmental Education, advocating for a path toward transformative and socially engaged education.References
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