A formação de quadros profissionais para o desenvolvimento de CT&I: a educação ambiental como perspectiva

Abstract

This research was developed from the understanding of the dialectical relationship between nature and society. Environment, ST&I, development, and education were imbricating on approach to the fundamentals of public policies as an instrument of promotion of rights through the action of governments, by analyzing the importance of school environmental education as an asset for scientific training in Basic Education. Inserted in formal education, Environmental Education is considered a unique formative space for the development of critical sense, creativity, reflexivity, and the integration of knowledge necessary for the dialogue of scientific knowledge with other ways of "reading" the world. In this sense, it is either about the existence (or not) of points of intersection between the Public Policies of Environmental Education, Basic Education and ST&I in Brazil, and in the State of Tocantins, which enable Environmental Education, as a governmental strategy, if ra perspective to the future composition of frameworks for the SNCTI. This is a case study, in which the policy of Environmental Education is delimited as a "unit-case" intentionally in the context of an inductive research, applied in relation to its purpose and of a qualitative-quantitative nature as to the data collected, which articulates different methodologies around an investigation that involves two contemporary challenges: the development of ST&I and environmental conservation. The results found allow us to demonstrate that the Environmental Education may become a perspective for the formation of future professionals to work in the science and technology sector, provided that, considering its principles and objectives, efforts are made in a set of public policies that act synchronously to raise the capacitating set of the population as an all, with reflections for the appreciation, appreciation and recognition of science and technology as a factor of sustainable development. Thus, promoting the interface between public policies related to education and environmental education in the context of the review of ST&I strategies for the implementation of the SNCTI should be a goal for a country that wants to be prosperous. Human resources training for strategic areas of innovation cannot be at the mercy of uncertainty, in view of the complexity of social, political and economic dynamics that challenge the creation of solutions to contemporary socio-environmental problems, which requires the direction of the policy with a view to sizing the weight of an effective and robust training agenda that allows the country to position itself better in the future.