Concepções de consumo sustentável na Educação Profissional e Tecnológica: curta–metragem em formatos acessíveis para uma educação humanizadora

Abstract

This dissertation, developed within the Professional Master's Program in Professional and Technological Education (ProfEPT/IFMG), is linked to the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT) and to the Macroproject Organization of Pedagogical Spaces in EPT. Its general objective was to investigate conceptions of sustainable consumption present in Professional and Technological Education. Specifically, it sought to develop analytical categories of conceptions of sustainable consumption in EPT, grounded in central references of Brazilian Environmental Education; to identify and analyze the conceptions present among students and staff at IFMG – Campus Ouro Branco in light of the foundations of EPT; and to produce an animated educational video in multiple accessible formats. This is applied, qualitative, and descriptive research, developed as a case study. A total of 101 students and 45 staff members participated, with the corpus of Bardin's Content Analysis comprising 123 discursive responses, 84 from students and 39 from staff. The three analytical categories – Superficial/Behaviorist, Intermediate/Reductionist, and Deep/Humanizing – were developed a priori in dialogue with Environmental Education references and used in the thematic coding of the responses. The analysis showed a greater presence of registration units from Category 2 in both groups, gathering arguments that recognize problems and contradictions of the capitalist system but acknowledge significant progress toward sustainable consumption through reforms, public policies, technological innovation, institutional and corporate action, and cultural change, without requiring changes to its structural foundations. Category 1 concentrated arguments centered mainly on individual accountability and behavior change, while Category 3 gathered arguments that relate the limits of sustainable consumption to the structural contradictions of capitalism and understand that these contradictions make it unfeasible or deeply limited to achieve it fully within this system. Hybrid responses were also identified, with the combination of Categories 2 and 3 occurring most frequently among the hybridism cases. The analysis of formative trajectories revealed differences in the distribution of conceptions according to length of enrollment, course attended, and declared formative experiences, without allowing causal relationships or linear trajectories to be established. In the institutional context, students indicated a low frequency of engagement with sustainable consumption and limited opportunities to participate in discussions and decisions related to the topic. As an outgrowth of the investigation, the Educational Product "The Enigma of Consumption: the logic that organizes your life" was developed, consisting of an animated short film in multiple accessible formats and the "Mediator's Guide," designed to foster problematization, dialogue, and participation. Its application and evaluation showed favorable results regarding the reflection prompted, the educational proposal, applicability, and accessibility resources, considering the limits of the experience carried out. It is concluded that the conceptions investigated express different ways of understanding the possibilities and limits of sustainable consumption under capitalism, and that its problematization, articulated with an understanding of the social, economic, historical, and socioenvironmental dimensions of reality, can contribute to formative processes oriented toward integral human formation in EPT.