Química verde e tecnologias limpas no ensino superior: análise crítica, revisão híbrida (PRISMA + scoping) e proposta de modelo interdisciplinar para a formação sustentável
DOI:
https://doi.org/10.5281/zenodo.20299730Palavras-chave:
Educação para sustentabilidade, Pensamento sistêmico, Metodologias ativas, Integração curricular, Formação por competênciasResumo
A crescente complexidade dos desafios ambientais globais tem impulsionado a necessidade de reformulação dos modelos educacionais no ensino superior. Nesse contexto, a Química Verde e as tecnologias limpas emergem como abordagens fundamentais para a formação de profissionais capazes de atuar de forma sustentável. Este estudo desenvolve uma revisão híbrida, combinando diretrizes do protocolo PRISMA com uma abordagem de revisão de escopo, com o objetivo de analisar criticamente a literatura recente (2020–2025), identificar lacunas estruturais e propor um modelo interdisciplinar de ensino (MIEQV). Foram analisados 60 estudos provenientes das bases Scopus, Web of Science, ERIC e ScienceDirect. Os resultados indicam que, embora haja avanços na incorporação de metodologias ativas, persistem desafios relacionados à fragmentação curricular, ausência de avaliação longitudinal e baixa integração interdisciplinar. A análise evidencia ainda uma lacuna significativa na formação docente e na articulação com o setor produtivo. Como contribuição, propõe-se um modelo estruturado que integra dimensões conceituais, pedagógicas e aplicadas. Conclui-se que a transformação do ensino superior requer mudanças sistêmicas e orientadas por evidências.
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