The higher education institutions (HEIs) were called to become the disseminators/spreaders of Environmental Education to their students, a subject that prompted this research, which analyses the genesis of the institutional change in the teaching practice related to Environmental Education at institutions of higher education. It is quantitative research, with descriptive analysis. A survey, forwarded through Google Forms, was prepared for professors associated with the area of the Applied Social Sciences from 2 HEI, one public and another private. The focus was on the institutionalization or not of Environmental Education in their teaching practices. The period used to conduct the survey was from August to October 2019, resulting in 30 responses, which after the analyses had the hypothesis H1 was validated, that is, EE is not yet institutionalized un HEIs, undermining the proposals of Federal Law 9.795/1999 and the State Law 17.505/2013 by encouraging the training of professionals/teachers, allowing in more professional/critical citizens to be placed in the job market annually, meeting the prerogatives of SDG4.
As Instituições de Ensino Superior (IES) foram convocadas a serem disseminadoras da Educação Ambiental aos seus graduandos, assunto que motivou esta pesquisa que tem como objetivo analisar a gênese da mudança institucional na prática docente quanto ao ensino da Educação Ambiental em Instituições de Ensino Superior (IES). Trata-se de uma pesquisa quantitativa com análise descritiva, que teve a aplicação de questionário encaminhado, via Google Forms, a docentes da área das ciências sociais aplicadas de duas IES, uma pública e outra privada, primando pela institucionalização ou não da Educação Ambiental nas suas práticas de sala de aula. Correspondeu ao período de agosto a outubro de 2019, tendo retorno de 30 questionários, que após as análises teve a hipótese H1 validada, ou seja, a EA ainda não está institucionalizada nas IES, prejudicando as propostas das Leis Federal 9.795/1999 e a Estadual 17.505/2013 ao fomentarem que a capacitação dos profissionais/docentes permite que mais profissionais/cidadãos críticos sejam colocados no mercado de trabalho anualmente, atendendo as prerrogativas do ODS 4.
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