ESTRATÉGIAS DE SUSTENTABILIDADE NO ENSINO PÚBLICO ESTADUAL DE GUARAPUAVA, PR

• Autor(a) principal: Stora, Fernando
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1691
• topic: Sustentabilidade; Escolas Públicas; Desenvolvimento Sustentável; Educação; Gestão Escolar; Sustainability; Public Schools; Sustainable development; Education; School Management; CIENCIAS HUMANAS; CIENCIAS SOCIAIS APLICADAS

Sustainability is an important concept in the construction of balanced strategies that aim to achieve economic, social and environmental development for present and future generations. Evidence of socio-environmental problems highlighted in recent decades contributes to global changes that need to be shared by all social spheres, companies, institutions, government and society. Thus, this study has as main objective to identify the sustainability practices in public education, as well as the evidence of participation of the school community in the management of these practices in seventee schools in the city of Guarapuava-Pr. Such proposal is included in a multiple case study with a mixed approach, where semi-structured interviews of qualitative nature were carried out with the managers, which were transcribed and treated by the content analysis method. In addition, 353 teachers and employees answered closed online questionnaires, in which it sought to identify the levels of knowledge and interaction on the subject under discussion. The data collected indicate that schools have good sustainability practices in line with the A3P (Public Administration Environmental Agenda), however, they are still characterized by the principals of the institutions as punctual and not continuous, given that, there is a deficit in training so that the principals can act accordingly, more incisive and oriented way in sustainability actions. Finally, it was identified that the school community is participative in the strategies when motivated. Specifically the education professionals that make up the understanding that they have an average knowledge about sustainability and the 2030 SDGs (Sustainable Development Goals). However, the high pedagogical demand and lack of institutional incentive, make the actions together with the community are restricted to strategies that meet the needs of the school and the community, but not specifically targeting elements that understand the conceptual basis of sustainability.