Da educação ambiental para a sustentabilidade à sustentabilidade da educação ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceió - AL

• Ano de defesa: 2013
• Autor(a) principal: Miller, Virgínia Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação ambiental; Sustentabilidade; Alfabetização ecológica; Políticas públicas
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/15688

This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceió - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino – CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceió – SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in Maceió, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and student‘s parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational Spaces