Education for integrality for curricular environmentalization: dialogues needed on curricular matrices of graduation courses

The dialogue between Education for Integrality and Curricular Environmentalization is necessary in view of the need to effectively implementation of the Environmental Education (AE) in Higher Education Institutions (IES) and the formation of environmental educators. The aim of this study was to identify indicia of enviromentalization, discipline programs of the graduation courses of a Community college in the interior of SC. To broaden our perspective in this direction we opted for a data collection, the "case study" type, that had as methodological purpose a data collection of course programs, available in the institution website. The first step of the research was based on the results of a dissertation that verified that among the 32 undergraduate courses, most do not have records related to Environmental Education (EA) or environmentalization, and only 18 (eighteen) relate EA. The first step of the research was the results of a dissertation type the 1 through the analysis of curricular documents; Of the undergraduate courses of a Community University of the interior of SC. The technique used to analyze the data was the "Content Analysis". The aforementioned made it possible to detect the path previously taken by this educational institution to include the theme of environmental education in curricular documents. We observed after this brief study that in society as in the University, Environmental Education refers to a long term process to include debates, changes of thoughts, dilemmas of the participation of the various teaching, research, extension and management processes in environmental issues.