Environmental education and education policies: a study in public schools of Teresópolis (RJ)
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Data de Publicação: | 2011 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28284 |
Resumo: | This article has as its object the insertion of environmental education (EE) in public schools, using as a case study the municipal school system of Teresópolis (RJ). Critical EE is the theoretical framework adopted, allowing the understanding of this process in formal education in its relations with federal and municipal public education policies. In methodological terms, the research was developed initially through the analysis of the National Policy for Environmental Education (PNEA) and of official EE documents for that town. At a second moment, the focus rested on the study of official EE projects of the Municipal Secretariat for Education, and on a research conducted directly at schools through the application of a questionnaire built on the basis of a model employed by the Ministry for Education (MEC) in its 2006 study entitled "What do schools that say they are doing Environmental Education do?". By the end of the study, even considering the pertinence of the initiatives by teachers and students in their school daily life, which materialized relevant practices, it was possible to conclude that fundamental questions - curriculum (guidelines, design, and content), reorganization of teaching workload (school management) and teacher initial and continued formation - still need to be addressed by public policies in order to process the effective rooting of EE within the school context. |
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Environmental education and education policies: a study in public schools of Teresópolis (RJ) A educação ambiental e as políticas educacionais: um estudo nas escolas públicas de Teresópolis (RJ) Educação ambiental críticaPolítica públicaEscolaCritical environmental educationPublic policySchool This article has as its object the insertion of environmental education (EE) in public schools, using as a case study the municipal school system of Teresópolis (RJ). Critical EE is the theoretical framework adopted, allowing the understanding of this process in formal education in its relations with federal and municipal public education policies. In methodological terms, the research was developed initially through the analysis of the National Policy for Environmental Education (PNEA) and of official EE documents for that town. At a second moment, the focus rested on the study of official EE projects of the Municipal Secretariat for Education, and on a research conducted directly at schools through the application of a questionnaire built on the basis of a model employed by the Ministry for Education (MEC) in its 2006 study entitled "What do schools that say they are doing Environmental Education do?". By the end of the study, even considering the pertinence of the initiatives by teachers and students in their school daily life, which materialized relevant practices, it was possible to conclude that fundamental questions - curriculum (guidelines, design, and content), reorganization of teaching workload (school management) and teacher initial and continued formation - still need to be addressed by public policies in order to process the effective rooting of EE within the school context. Este artigo tem como objeto a inserção da educação ambiental (EA) nas escolas públicas, utilizando como estudo de caso a rede municipal de Teresópolis (RJ). A EA crítica é o referencial teórico adotado, o qual permitiu compreender esse processo no ensino formal, em suas relações com as políticas públicas educacionais federais e municipais. No aspecto metodológico, a pesquisa foi desenvolvida inicialmente por meio da análise da Política Nacional de Educação Ambiental (PNEA) e dos documentos oficiais da educação da cidade. Em um segundo momento, priorizou-se o estudo dos projetos oficiais de EA da Secretaria Municipal de Educação e a pesquisa realizada diretamente nas escolas por meio da aplicação de um questionário construído com base em modelo utilizado pelo Ministério da Educação (MEC) em sua pesquisa "O que fazem as escolas que dizem que fazem educação ambiental?", realizada em 2006. Ao término do estudo, mesmo considerando a pertinência das iniciativas de professores e alunos no cotidiano escolar, as quais materializam práticas relevantes, foi possível concluir que questões fundamentais - currículo (diretrizes, arranjo e conteúdo), reorganização da carga horária docente (gestão escolar) e formação inicial e continuada de professores - ainda precisam ser contempladas pelas políticas públicas a fim do efetivo enraizamento da EA no contexto escolar. Universidade de São Paulo. Faculdade de Educação2011-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2828410.1590/S1517-97022011000200005Educação e Pesquisa; v. 37 n. 2 (2011); 279-292Educação e Pesquisa; Vol. 37 No. 2 (2011); 279-292Educação e Pesquisa; Vol. 37 Núm. 2 (2011); 279-2921678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28284/30131Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessLamosa, Rodrigo de Azevedo C.Loureiro, Carlos Frederico B.2014-10-24T15:49:12Zoai:revistas.usp.br:article/28284Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:49:12Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) A educação ambiental e as políticas educacionais: um estudo nas escolas públicas de Teresópolis (RJ) |
title |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
spellingShingle |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) Lamosa, Rodrigo de Azevedo C. Educação ambiental crítica Política pública Escola Critical environmental education Public policy School |
title_short |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
title_full |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
title_fullStr |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
title_full_unstemmed |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
title_sort |
Environmental education and education policies: a study in public schools of Teresópolis (RJ) |
author |
Lamosa, Rodrigo de Azevedo C. |
author_facet |
Lamosa, Rodrigo de Azevedo C. Loureiro, Carlos Frederico B. |
author_role |
author |
author2 |
Loureiro, Carlos Frederico B. |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lamosa, Rodrigo de Azevedo C. Loureiro, Carlos Frederico B. |
dc.subject.por.fl_str_mv |
Educação ambiental crítica Política pública Escola Critical environmental education Public policy School |
topic |
Educação ambiental crítica Política pública Escola Critical environmental education Public policy School |
description |
This article has as its object the insertion of environmental education (EE) in public schools, using as a case study the municipal school system of Teresópolis (RJ). Critical EE is the theoretical framework adopted, allowing the understanding of this process in formal education in its relations with federal and municipal public education policies. In methodological terms, the research was developed initially through the analysis of the National Policy for Environmental Education (PNEA) and of official EE documents for that town. At a second moment, the focus rested on the study of official EE projects of the Municipal Secretariat for Education, and on a research conducted directly at schools through the application of a questionnaire built on the basis of a model employed by the Ministry for Education (MEC) in its 2006 study entitled "What do schools that say they are doing Environmental Education do?". By the end of the study, even considering the pertinence of the initiatives by teachers and students in their school daily life, which materialized relevant practices, it was possible to conclude that fundamental questions - curriculum (guidelines, design, and content), reorganization of teaching workload (school management) and teacher initial and continued formation - still need to be addressed by public policies in order to process the effective rooting of EE within the school context. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-08-01 |
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://www.revistas.usp.br/ep/article/view/28284 10.1590/S1517-97022011000200005 |
url |
https://www.revistas.usp.br/ep/article/view/28284 |
identifier_str_mv |
10.1590/S1517-97022011000200005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28284/30131 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 37 n. 2 (2011); 279-292 Educação e Pesquisa; Vol. 37 No. 2 (2011); 279-292 Educação e Pesquisa; Vol. 37 Núm. 2 (2011); 279-292 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808679043072 |