TOWARDS PLANETARY CITIZENSHIP: THE CONTRIBUTION OF DIALOGICAL PLANNING IN THE CONSTRUCTION OF DEMOCRATIC SCHOOLS

• Autor(a) principal: Yllas, Yayenca
• Data de Publicação: 2022
• Outros Autores: Tozato, Heloisa C., Vendramini, Ana Lúcia, Firmo, Heloisa T.
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4779
• topic: escola pública; ecopedagogia; horta escolar; educação ambiental crítica; parceria universidade-escola; public school; ecopedagogy; school garden; critical environmental education; university-school partnership; escuela pública; ecopedagogía; huerto escolar; educación ambiental crítica; alianza universidad-escuela

The present article presents the construction process of pedagogical dialogic planning done through the incorporation of ecopedagogical practices at the Pedro Ernesto Municipal School (EMPE), in the city of Rio de Janeiro, Brazil, developed from May 2021 to September 2022. Its methodological approach was centered on action-research and was complemented by participant observation, conversation circles and the construction of collaborative mind maps. As for the results, we used the systematization of the experiences one of us had as researcher doing fieldwork in the school, semi-structured interviews and conversation circles aimed at evaluation. The results were presented and discussed in four cycles of dialogic planning, all developed in person at the school unit. Three main academic-scientific contributions of ecopedagogy stand out as central to the promotion of differentiated teaching in pedagogical-didactic and institutional terms, and for the promotion of democratic public schools in Brazil. The first contribution is related to the potential scope of ecopedagogical school planning in terms of competencies, skills and specific pedagogical objectives related to the school curriculum and to transversal competencies of students and teachers. The second contribution concerns its potential in contributing to students’ cognitive, affective, and psychomotor skills. Finally, the third contribution concerns the potential for community engagement and mobilization at different scales.