Practices of education for sustainable development: contributions, limitations and future possibilities

• Autor(a) principal: Santos, Lucimara da Cunha
• Data de Publicação: 2016
• Outros Autores: Silva, Rejane Maria Ghisolfi da, Pedrosa, Maria Arminda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.3196

This work aims to analyze pedagogical practices that are based on the Education for Sustainable Development in the teaching of science in Brazil and Portugal, in the search for elements that can support the development of training activities that enable the articulation of this approach, with the science, Technology and Society. They sought to answer the following question: that contributions and limitations of the formative processes involved in proposing practices dealing on science, technology, society and environmental issues have been identified? The object of the study were two training proposals: Course Teacher Training/Jobs in Education for Sustainable Development (Brazil); Education workshop for Sustainable Development - Climate Change and Edublogues Climántica (Portugal). The subjects of the research are Brazilian teachers of Natural Sciences, graduates in chemistry and biology, and Portuguese Physical and Natural Sciences, graduates in Chemistry, Biology, Physics and Geology. Adopted a qualitative methodological approach, the type case study, to organize, analyze and interpret the data. The results indicate contributions to the development of knowledge and actions that enable articulate issues of science, technology, society and environment, although with limitations identified in the field of action. Other relevant aspects: the importance of including knowledge of the topics discussed in the training processes in science education, and the importance of continuing training for the qualification of this teaching. The teaching production was a promising possibility, in which the teachers have become authors.