Cenário da educação para a sustentabilidade em uma escola pública do ensino fundamental
The concern about the quality of life, of our generations and of future ones, requires a deep reflection on the unsustainable way of living that we have adopted and which consequences are perceived from the signals emitted by the Earth. For the United Nations Educational, Scientific and Cultural...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/30432 |
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| Resumo: | The concern about the quality of life, of our generations and of future ones,
requires a deep reflection on the unsustainable way of living that we have adopted
and which consequences are perceived from the signals emitted by the Earth. For
the United Nations Educational, Scientific and Cultural Organization (UNESCO) the
instrument capable of facing unfavorable circumstances to human development is
education. Because of that, UNESCO gathered its proposals presented over the
years, to all of its member states, to present Education for Sustainable Development
(EDS), which is considered a possible tool to be used in any age group, social class,
in different places of learning, whether formal or not. Besides that, it brings the
possibility to pass through life and contribute for individuals to obtain answers to
questions that compromise human development, whether of an environmental, social
or economic nature. UNESCO, together with other international organizations,
sponsor, promote and disseminate actions that seek to achieve sustainability, in its
different dimensions: environmental, social and economic. To get that, they argue
that in order to achieve sustainability, we need to prioritize and have a reoriented
education, at the same time committed to a lifestyle, values and attitudes aimed at
sustainable development. In addition, they suggest investments in the training and
awareness of the population, in scientific and technological production and in
adapting legislation to sustainable production. Considering the school as one of the
instances for EDS to happen, this work sought to characterize the scenario of
Education for sustainability in a primary school in the city of Natal (RN). In this
research, the methodology involved both, a quantitative and a qualitative approach.
To obtain data, documentary research, questionnaires, interviews and observations
were used as collection instruments. The results showed that the curricular
references from Natal and the PPP (Pedagogical Political Project) of the investigated
school present characteristics of the EDS, although they do not assume, in their
wording, the purpose of the EDS in the strict sense, as proposed by UNESCO; there
is a good level of training in relation to the object of study, notwithstanding a high
percentage of teachers argue for the existence of deficiencies in their training and a
considerable involvement of the school and teachers with the cause, even though
this understanding is not explicit and neither understandable to many; continuing
education was identified as the formative need. |
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