Perspectivas, tensões e desafios do programa nacional escolas sustentáveis nas escolas estaduais de Araçatuba/SP

• Autor(a) principal: Santos, Ricardo Miranda dos
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24666
• topic: educação ambiental; espaços educadores sustentáveis; escolas sustentáveis; currículo; gestão; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The school can be an environment that promotes, creates opportunities for reflections on the contemporary dilemmas of our society and educates students aware of their responsibilities. Environmental problems are nowadays one of these dilemmas and Environmental Education has the important role of discussing the processes of transformation and how to re-evaluate our relationship with the "I", "other" and the planet. The research seeks to understand the limits and possibilities of the National Sustainable Schools Program (PNES) as a proposal of Public Education Policy in the tangibility of Environmental Education in state schools in the city of Araçatuba / SP, from the perspective of managers and teachers who participated in its implementation and management. The thesis considered the following research problem: what are the main challenges and possibilities related to the process of curricular environmentalization promoted by the PNES and how the practices and actions in Environmental Education developed in the school, now no longer as recipients of public policies, are rethought in their contexts. The PNES worked with several concepts such as; sustainability, sustainable schools and sustainable educational spaces. Thus, its proposal is to contribute to a resignification of the school spaces and other learning environments in the construction of a sustainable society. For this reason, sustainable educational spaces and sustainable schools are based on three interrelated dimensions: space, management and curriculum, where training is supported in the creation of demanding and stimulating learning contexts that enable the emergence of individual and collective capacities and to develop the skills to build a more harmonious, balanced, free and fair society. The method used in the research was Depth Hermeneutics (HP) proposed by John Thompson (2011), which considers Doxa's Interpretation and three other procedures: Socio-Historical Analysis, Formal or Discursive Analysis and Interpretation / Reinterpretation. These three procedures are not chronological, but complementary. For the Formal or Discursive Analysis we chose to use the Content Analysis (CA), which is a methodological procedure of organization and data analysis proposed by Bardin (2009). The research seeks to highlight the potentialities, problems and challenges of PNES through semi-structured interviews. The research subjects are teachers and managers who participated in the design, implementation, execution and management of school projects, totaling 11 interviews. With the research, we understand that the National Schools Sustainable Program (PNES) proposal is essential for the strengthening of actions and practices of Critical Environmental Education, to counter the hegemonic processes and to contribute to the transformation of reality, as well as to broaden the bases for founding sustainable societies. Therefore, a school must be reflective, designed to organize and (re) think of itself continuously. It is a process of confrontation with the "doing" of its activities and re-signifying its social mission in a heuristic process.