Análise das estratégias da Universidade Eduardo Mondlane no curso de licenciatura em educação ambiental que contribuem para a mitigação dos desafios de empregabilidade dos graduados

Abstract

This research aims to analyze the strategies of Eduardo Mondlane University in the undergraduate course in Environmental Education that contribute to mitigating the challenges of employability of graduates. It is a descriptive qualitative research, in which the techniques of interview and document analysis were applied for data collection. The interviews were applied to a sample of 16 environmental educators graduated from Eduardo Mondlane University (UEM), in the period ranging from 2015 to 2020 and to two teachers. The results indicate that the Environmental Education (EE) professional works in raising awareness around environmental issues and in promoting environmental content in the formal, non-formal and informal context. Of the 16 graduates interviewed, only three work as environmental educators, with the following reasons being pointed out as barriers: lack of awareness of the relevance of EE, the small public supply of EE vacancies, corruption, the country's economic crisis, training distant from reality and the requirement of professional experience. However, the course curriculum points to strategies for organizing networking programs at the course level and the existence of practical opportunities through volunteering at the Faculty of Education's Environmental Education Club (CEAFE), with a view to preparing graduates for professional placement after graduation. There is also a need to develop measures to overcome the barriers faced by EA graduates in accessing employment in their field of study, namely: developing interpersonal skills; developing knowledge of interactive report writing; exploring, during the course, the areas of environmental management and Occupational Health and Safety (OHS); creating an EA laboratory; creating an organization that brings together environmental educators; establishing partnerships between the university and potential employers of graduates; establishing public recruitment policies aimed at environmental educators; providing more practical classes and improving English language skills(2.101 This research aims to analyze the strategies of Eduardo Mondlane University in the undergraduate course in Environmental Education that contribute to mitigating the challenges of employability of graduates. It is a descriptive qualitative research, in which the techniques of interview and document analysis were applied for data collection. The interviews were applied to a sample of 16 environmental educators graduated from Eduardo Mondlane University (UEM), in the period ranging from 2015 to 2020 and to two teachers. The results indicate that the Environmental Education (EE) professional works in raising awareness around environmental issues and in promoting environmental content in the formal, non-formal and informal context. Of the 16 graduates interviewed, only three work as environmental educators, with the following reasons being pointed out as barriers: lack of awareness of the relevance of EE, the small public supply of EE vacancies, corruption, the country's economic crisis, training distant from reality and the requirement of professional experience. However, the course curriculum points to strategies for organizing networking programs at the course level and the existence of practical opportunities through volunteering at the Faculty of Education's Environmental Education Club (CEAFE), with a view to preparing graduates for professional placement after graduation. There is also a need to develop measures to overcome the barriers faced by EA graduates in accessing employment in their field of study, namely: developing interpersonal skills; developing knowledge of interactive report writing; exploring, during the course, the areas of environmental management and Occupational Health and Safety (OHS); creating an EA laboratory; creating an organization that brings together environmental educators; establishing partnerships between the university and potential employers of graduates; establishing public recruitment policies aimed at environmental educators; providing more practical classes and improving English language skills(TRADUÇÃO NOSSA)