Evidenciação das contribuições para o cumprimento dos Objetivos de Desenvolvimento Sustentável: panorama das instituições de ensino superior brasileiras

• Autor(a) principal: MORACI MEDEIROS RAMOS
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/8502
• topic: -

Higher education institutions (HEIs) areresponsible for disseminating the three aspects of sustainability actions and practices in society: economic, social, and environmental, beingreference to be followed by other organizations in terms of the Sustainable Development Goals (SDGs), through their teaching, research, extension, and management activities. HEIs can list their actions towards these objectives through reports and information available on their official websites. This thesis aimed to analyze the contributions of Brazilian HEIs towards achieving the SDGs byanalyzing their mandatory and voluntary disclosures. To this end, our final sample covered the 46 Brazilian HEIs classified in The Impact Rankings 2023 based on the theory of voluntary disclosure. As to the methodological procedures, this research is descriptive research in terms of objectives, based on a qualitative approach with brief quantitative explanations. Data collection covered bibliographic and documentary secondary data. Manual content analysis techniques and descriptive statistics were used for data analysis. Our results show that the HEIs in the sample use the sustainability report, the social report, and the SDG report as their main means of communication to disseminate their contributions to the SDGs. It is also worth highlighting most highlighted SDGs by the HEIs in the sample regarding their contributions to the SDGs, namely: SDG 4 (quality Education), SDG 10 (reduction of inequalities), SDG 11 (cities and sustainable communities), SDG 16 (Peace, justice, and effective institutions), SDG 3 (quality health). In addition, the HEIs analyzed highlighted their extension and teaching activities in terms of publicizing their contributions toward the SDGs. Our findings allow us to infer that the HEIs in the sample, as educational institutions and environmental transforming agents, foster sustainable development in their teaching, research, extension, and management activities that contribute to the SDGs listed in the 2030 Agenda, especially those related to social and environmental aspects. Our study contributed to the literature by advancing in research on the contributions of Brazilian HEIs towards achieving the SDGs. In the practical scope, our findings can assist HEI managers in management decisions that impact the achievement of the SDGs. Finally, we highlight the social contribution of listing examples of actions used by the HEIs to favor the SDGs.