Física ambiental como componente curricular na formação de professores de física

Abstract

This study examines the significance of Environmental Physics in teacher education within Physics degree programs, focusing on its contribution to enhancing physics teaching and addressing existing environmental challenges. The research combined a bibliographic approach with document analysis to investigate gaps and challenges in the inclusion of Environmental Physics-related subjects in the curricula of Brazilian universities, distinguishing between mandatory and elective courses. Through data analysis collected from Federal Universities, State Universities, and Federal Institutes, it was possible to identify patterns and demonstrate how integrating Environmental Physics can strengthen interdisciplinarity, connect Physics content to real-world issues such as climate change and sustainability, and contribute to a more contextualized education. Additionally, the study was based on guidelines such as the National Common Curricular Base (BNCC) and theoretical references that highlight the relevance of interdisciplinary pedagogical practices for training critical and reflective teachers. The findings of this study indicate that Environmental Physics is more prevalent in Federal Institutes, both in terms of availability and mandatory inclusion. At the same time, federal universities occupy an intermediate position, while state universities exhibit the lowest inclusion rates. Regionally, the Northeast leads in course presence, with 37.74%, followed by the Southeast at 22.64% and the North at 20.75%. The Central-West and South regions have the lowest percentages, at 9.43% each. These findings highlight the need for greater equity in the inclusion of Environmental Physics in Physics degree curricula in Brazil. Even if implemented gradually, this represents a significant advancement in teacher education, preparing educators to address environmental issues in an integrated manner aligned with the needs of contemporary society.