Environmental education and the 2030 Agenda: in the perception of managers of a teaching network

Bibliographic Details
Main Author: Capponi, Neiva Feuser
Publication Date: 2021
Other Authors: Ahlert , Alvori, Dal’Asta, Denis, Fiirst, Clóvis
Format: Article
Language: por
Source: Research, Society and Development
Download full: https://rsdjournal.org/index.php/rsd/article/view/12895
Summary: With the objective of analysing the perception of the managers of a teaching network regarding the practice of Environmental Education and the 2030 Agenda, from the perspective of Institutional Theory, this research was structured as a descriptive quantitative, occurred through the application of a questionnaire to school directors. A return of 21 was obtained, from a universe of 51 respondents, corresponding from August 2019 to March 2020. The data were tabulated using the Likert Scale and passed through the statistical/econometric manager STATA. It was concluded that the Sinodal Education Network is not yet in any phase of the four variables of the Institutional Theory, codification, incorporation, reproduction and institutionalization, regarding the demands of the National Environmental Education Policy (Law 9.795/1999) and 2030 Agenda. These results contribute to the managers of the Sinodal Network by the asymmetry of the information. For the future research, it is suggested to apply in other educational segments, public as well as private and, at all levels, using digital platforms for greater participation. Identifying whether Environmental Education is institutionalized or not, allows other educational control organ and society to benefit, both from the practical contribution and the motivation that it is possible to fomente new behaviors in favor of the environment.
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spelling Environmental education and the 2030 Agenda: in the perception of managers of a teaching networkEducación ambiental y la Agenda 2030: en la percepción de los gerentes de una red de enseñanzaEducação ambiental e Agenda 2030: percepção de gestores de uma rede de ensino básico e superior privadoTeoria InstitucionalInstituições de EnsinoPolítica Nacional de Educação Ambiental/Lei 9.795/1999Agenda 2030/Objetivos do desenvolvimento sustentável.Teoría InstitucionalInstituciones EducativasPolítica/Ley Nacional de Educación Ambiental 9.795/1999Agenda 2030/Objetivos de desarrollo sostenible.Institutional TheoryEducational InstitutionsNational Environmental Education Policy/Law 9.795/19992030 Agenda/Sustainable development goals.With the objective of analysing the perception of the managers of a teaching network regarding the practice of Environmental Education and the 2030 Agenda, from the perspective of Institutional Theory, this research was structured as a descriptive quantitative, occurred through the application of a questionnaire to school directors. A return of 21 was obtained, from a universe of 51 respondents, corresponding from August 2019 to March 2020. The data were tabulated using the Likert Scale and passed through the statistical/econometric manager STATA. It was concluded that the Sinodal Education Network is not yet in any phase of the four variables of the Institutional Theory, codification, incorporation, reproduction and institutionalization, regarding the demands of the National Environmental Education Policy (Law 9.795/1999) and 2030 Agenda. These results contribute to the managers of the Sinodal Network by the asymmetry of the information. For the future research, it is suggested to apply in other educational segments, public as well as private and, at all levels, using digital platforms for greater participation. Identifying whether Environmental Education is institutionalized or not, allows other educational control organ and society to benefit, both from the practical contribution and the motivation that it is possible to fomente new behaviors in favor of the environment.Con el objetivo de analizar la percepción de los administradores de una red escolar sobre la práctica de la Educación Ambiental y la Agenda 2030, bajo la perspectiva de la Teoría Institucional, esta investigación se estructuró como una descripción cuantitativa, que se produjo mediante la aplicación de un cuestionario a los directores de una red de enseñanza. Se obtuvo un retorno de 21, de un universo de 51 encuestados, correspondiente de agosto de 2019 a marzo de 2020. Los datos se tabularon utilizando la escala Likert y se pasarón a través del administrador estadístico/econométrico STATA. Se concluyó que la Red Educativa Sinodal aún no se encuentra en ninguna fase de las cuatro variables de la Teoría Institucional, codificación, incorporación, reproducción e institucionalización, en relación con las demandas de la Política Nacional de Educación Ambiental (Ley 9.795/1999) y la Agenda 2030. Estos resultados contribuyem a los gestores de la Red Sinodal por la asimetría de la información. Para futuras investigaciones, se sugere aplicar en otros segmentos educativos, tanto públicos como privados y, en todos los niveles, utilizando plataformas digitales para una mayor participación. La identificación de si la Educación Ambiental está institucionalizada o no, permite que otros órganos de control educativo y la sociedad se beneficien, tanto del aporte práctico como de la motivación de que es posible fomentar nuevos comportamientos a favor del medio ambiente.Tendo por objetivo analisar a percepção dos gestores de uma rede de ensino quanto a prática da Educação Ambiental e da Agenda 2030, sob a ótica da Teoria Institucional, esta pesquisa estruturou-se como quantitativa descritiva, ocorrida por meio da aplicação de um questionário a diretores de uma rede de ensino. O retorno de 21 respostas permitiu a tabulação por meio da Escala Likert e foram passadas pelo gerenciador estatístico/econométrico STATA, no período de agosto de 2019 a março de 2020. A Rede Sinodal de Ensino ainda não se encontra em nenhuma fase das quatro categoriais da Teoria Institucional, codificação, incorporação, reprodução e institucionalização, quanto as demandas da Política Nacional de Educação Ambiental (Lei 9.795/1999) e da Agenda 2030. Estes resultados contribuem com os gestores da Rede Sinodal pela assimetria das informações. Para futuras pesquisas, sugere-se aplicar em outros segmentos educacionais, públicos quanto privados e, em todos os níveis, utilizando-se de plataformas digitais para maior participação. A identificação se a Educação Ambiental está ou não institucionalizada, permite que outros órgãos de controle educacional e a sociedade se beneficiem, tanto da contribuição prática quanto da motivação que é possível fomentar novos comportamentos em favor do meio ambiente.Research, Society and Development2021-03-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1289510.33448/rsd-v10i3.12895Research, Society and Development; Vol. 10 No. 3; e3210312895Research, Society and Development; Vol. 10 Núm. 3; e3210312895Research, Society and Development; v. 10 n. 3; e32103128952525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/12895/11692Copyright (c) 2021 Neiva Feuser Capponi; Alvori Ahlert ; Denis Dal’Asta; Clóvis Fiirsthttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCapponi, Neiva Feuser Ahlert , Alvori Dal’Asta, Denis Fiirst, Clóvis 2021-03-28T12:03:35Zoai:ojs.pkp.sfu.ca:article/12895Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:21.249589Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
Educación ambiental y la Agenda 2030: en la percepción de los gerentes de una red de enseñanza
Educação ambiental e Agenda 2030: percepção de gestores de uma rede de ensino básico e superior privado
title Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
spellingShingle Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
Capponi, Neiva Feuser
Teoria Institucional
Instituições de Ensino
Política Nacional de Educação Ambiental/Lei 9.795/1999
Agenda 2030/Objetivos do desenvolvimento sustentável.
Teoría Institucional
Instituciones Educativas
Política/Ley Nacional de Educación Ambiental 9.795/1999
Agenda 2030/Objetivos de desarrollo sostenible.
Institutional Theory
Educational Institutions
National Environmental Education Policy/Law 9.795/1999
2030 Agenda/Sustainable development goals.
title_short Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
title_full Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
title_fullStr Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
title_full_unstemmed Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
title_sort Environmental education and the 2030 Agenda: in the perception of managers of a teaching network
author Capponi, Neiva Feuser
author_facet Capponi, Neiva Feuser
Ahlert , Alvori
Dal’Asta, Denis
Fiirst, Clóvis
author_role author
author2 Ahlert , Alvori
Dal’Asta, Denis
Fiirst, Clóvis
author2_role author
author
author
dc.contributor.author.fl_str_mv Capponi, Neiva Feuser
Ahlert , Alvori
Dal’Asta, Denis
Fiirst, Clóvis
dc.subject.por.fl_str_mv Teoria Institucional
Instituições de Ensino
Política Nacional de Educação Ambiental/Lei 9.795/1999
Agenda 2030/Objetivos do desenvolvimento sustentável.
Teoría Institucional
Instituciones Educativas
Política/Ley Nacional de Educación Ambiental 9.795/1999
Agenda 2030/Objetivos de desarrollo sostenible.
Institutional Theory
Educational Institutions
National Environmental Education Policy/Law 9.795/1999
2030 Agenda/Sustainable development goals.
topic Teoria Institucional
Instituições de Ensino
Política Nacional de Educação Ambiental/Lei 9.795/1999
Agenda 2030/Objetivos do desenvolvimento sustentável.
Teoría Institucional
Instituciones Educativas
Política/Ley Nacional de Educación Ambiental 9.795/1999
Agenda 2030/Objetivos de desarrollo sostenible.
Institutional Theory
Educational Institutions
National Environmental Education Policy/Law 9.795/1999
2030 Agenda/Sustainable development goals.
description With the objective of analysing the perception of the managers of a teaching network regarding the practice of Environmental Education and the 2030 Agenda, from the perspective of Institutional Theory, this research was structured as a descriptive quantitative, occurred through the application of a questionnaire to school directors. A return of 21 was obtained, from a universe of 51 respondents, corresponding from August 2019 to March 2020. The data were tabulated using the Likert Scale and passed through the statistical/econometric manager STATA. It was concluded that the Sinodal Education Network is not yet in any phase of the four variables of the Institutional Theory, codification, incorporation, reproduction and institutionalization, regarding the demands of the National Environmental Education Policy (Law 9.795/1999) and 2030 Agenda. These results contribute to the managers of the Sinodal Network by the asymmetry of the information. For the future research, it is suggested to apply in other educational segments, public as well as private and, at all levels, using digital platforms for greater participation. Identifying whether Environmental Education is institutionalized or not, allows other educational control organ and society to benefit, both from the practical contribution and the motivation that it is possible to fomente new behaviors in favor of the environment.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/12895
10.33448/rsd-v10i3.12895
url https://rsdjournal.org/index.php/rsd/article/view/12895
identifier_str_mv 10.33448/rsd-v10i3.12895
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/12895/11692
dc.rights.driver.fl_str_mv Copyright (c) 2021 Neiva Feuser Capponi; Alvori Ahlert ; Denis Dal’Asta; Clóvis Fiirst
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Neiva Feuser Capponi; Alvori Ahlert ; Denis Dal’Asta; Clóvis Fiirst
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 3; e3210312895
Research, Society and Development; Vol. 10 Núm. 3; e3210312895
Research, Society and Development; v. 10 n. 3; e3210312895
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052671100715008

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