Environmental education and education policies: a study in public schools of Teresópolis (RJ)

Detalhes bibliográficos
Autor(a) principal: Lamosa, Rodrigo de Azevedo C.
Data de Publicação: 2011
Outros Autores: Loureiro, Carlos Frederico B.
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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spelling 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
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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
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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
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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