Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Pereira, Alessandra Santana |
| Orientador(a): |
Araujo, Maria Inêz Oliveira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Pós-Graduação em Educação
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://ri.ufs.br/jspui/handle/riufs/15693
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Resumo: |
The National Sustainable School Program (NSSP) is a public policy proposal that seeks to promote socio-environmental sustainability in the school environment. Thus, it establishes three fundamental principles as guiding aspects for the implementation of the program in schools, they are: curriculum, physical space, and management. The present study aimed to explain the viable and feasible paths taken to implement the National Sustainable School Program in the state education network in Sergipe. Seeking to reveal the challenges and difficulties encountered by subjects for their effective development from the appropriation of reality from a practical and theoretical point of view. Regarding the investigation of the analytical report of the collected results, the approach adopted was qualitative, as it is a research in education, which seeks to understand the subjective arguments of the members of the researched community in which the methodological procedure adopted was exploratory and descriptive. This study was carried out with the Regional Office of Education 03 (ROE’03) located in the Sergipe Central Arid zone, in the city of Itabaiana, with a sample of 12 (twelve) schools that received the Direct Money School Program Sustainable Schools (DMSP SS) resource. The information was collected through semi-structured interviews, with 15 (fifteen) professionals, 1 (one) Environmental Education Coordinator from the Diversity and Citizenship Education Center (DCEC), 1 (one) Pedagogical Coordinator at ROE'03, 1 (one) environmental education technician at ROE'03, and 10 (ten) directors of the schools covered by the respective ROE. Among the results obtained, we can observe the lack of knowledge on the part of some of the directors in the implementation of the program, probably due to the lack of a training process, which would allow a closer contact with the proposal of the policy expressed by the NSSP and the DMSP SS. In view of all this context, we cannot say that the implementation did not work. On the contrary, it was only harmed in relation to the school floor, since some conditions offered to the school community did not favor the development of an integrated, continuous, and permanent work. Therefore, the intention of this study was to produce research that would make it possible to understand how the NSSP arrived in the State of Sergipe and how its implementation process took place in the state schools of ROE'03. Consequently, in response, this thesis made it possible for us to state that the implementation of the program, with regard to the curriculum, management, and physical space dimensions, was performed inappropriately for the context of Sustainable Schools and Environmental Education. That is, the daily activities of the researched institutions presented incipient learning conditions and situations that unfolded in simplistic and naive pedagogical practices, which did not enable conditions for environmental training to take place in a way that would contribute to the transformation of schools into sustainable educational spaces. Given this scenario, it is believed that the theoretical-scientific contribution generated in this research can contribute to a better understanding and strengthening of the schools covered by the NSSP. |
