Educação para a sustentabilidade e práticas de gestão em escolas cidadãs em João Pessoa - PB

Detalhes bibliográficos
Ano de defesa: 2022
Autor(a) principal: Santos, Bruno Henrique Feitosa
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal da Paraíba
Brasil
Gestão Pública
Programa de Pós-Graduação em Gestão Pública e Cooperação Internacional
UFPB
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26112
Resumo: The debate about sustainability has been gaining space in contemporary society, being totally linked to the idea of development and a responsible future for the next generations. It´s notable that policies, programs, actions, and projects are being developed by public and private entities in order to promote sustainable development in its various dimensions, education being one of the main facilitators in these processes. In this context, the role of school principals in the Education for Sustainability process is crucial for the promotion and implementation of changes when these are oriented towards sustainability. Thus, the central objective of this work is to analyze the relationship between sustainable management practices and Education for Sustainability in Comprehensive Citizen Schools in João Pessoa - PB. The methodological path to reach the general objective is based on a totally qualitative and interpretative approach with the application of interviews with school managers of citizen schools in the city of João Pessoa - PB. Among the main discussions raised, we highlight the presentation of the managers' trajectories and their relationship with Education for Sustainability; the exposure of the main practices identified in Integral Citizen Schools; and the relationship between sustainable thinking and the reality of integral citizen schools. Moreover, based on the trajectories of school managers of integral citizen schools, it was observed that they were motivated by a love for education, as a way to change their professional careers, as skill development, and as a professional challenge. Such trajectories resulted in 11 groups of sustainability practices observed within the social, economic-financial, and environmental dimensions, thus reflecting the different conceptions of sustainability presented by these school managers.