Entre raízes e redes: Educação Ambiental e Tecnologias Digitais da Informação e Comunicação na formação docente Brasil–Moçambique

Abstract

The research developed within the Graduate Program in Education at the Fe-deral University of Uberlândia analyzes the articulation between Environmental Education (EE) and Digital Information and Communication Technologies (DICT) in the initial training of teachers in two institutions of the Global South: the Federal University of Tocantins (UFT), in Brazil, and the Pedagogical University of Maputo (UPM), in Mozambique. Recognizing that socioenvironmental crises and the intensification of digital flows reconfigure contemporary educational practices, the study investigates how EE and DICT ap-pear in curricula, institutional documents, and in the perceptions of teachers and students, as well as the meanings, challenges, and potentialities that emerge from this relationship.The research is grounded in a qualitative approach and employed three main procedures: (1) documentary analysis of curricu-la, syllabi, and institutional guidelines; (2) interviews with university professors; and (3) questionnaires administered to students enrolled in teacher education programs. The triangulated analysis of these data sought to understand how these themes are conceived, integrated, or fragmented across the different contexts investigated.The results show that, although UFT and UPM have dis-tinct historical, socioenvironmental, and structural trajectories, both institutions face significant tensions in the incorporation of Environmental Education and DICT into initial teacher training. In Maputo, DICT emerge early in the curriculum, while EE appears mainly as a transversal axis. In Arraias, EE is consolidated as a mandatory discipline, whereas DICT are offered later in the program, reducing their formative potential throughout the course. In both contexts, challenges persist related to infrastructure, teacher training, unequal access to technologies, and difficulties in promoting a critical and meaningful integration of these dimensions.The research demonstrates that the articulation between EE and DICT is still incipient and marked by discontinuities, contradictions, and institutional gaps, while also revealing potential for the construction of cri-tical, popular, and socio-environmentally committed pedagogical practices. The study concludes that strengthening this articulation requires investment policies, continuous teacher education, curricular review, and recognition of epistemologies produced in the Global South. Finally, the dissertation emphasizes the urgency of rethinking teacher education in dialogue with the crises of the Capitalocene, expanding horizons for a collective, ethical, and sustainable future.