Princípios de sustentabilidade: concepções e práticas de professores e gestores em escolas dos anos finais do ensino fundamental

Abstract

The environment education consists in educative process of communities and people about interrelationships between individuals and natural resources that involve the awakening of consciousness and acquisition of social, environmental, political, economic, culture values for teenagers and children. Become necessary to address these issues both in the Pedagogical Political Project of the each school, the debate on the principles of sustainability and sustainable schools in the school environment is essential for the construction of a community with rights and environmentally fair. The study in question seeks through research to understand how managers and teachers of two schools in the municipal network of João Pessoa of the final years of elementary school applied the principles of sustainability in their management and their classes. The research was qualitative, using the exploratory and descriptive method, and through questionnaires and scripts of individual semi-structured interviews as data collection, sought to be certified about the vision of concepts and applications of issues involving environmental education, sustainability and sustainable schools. The data analysis was performed using the set of content analysis techniques with the categorization of the questionnaire and interview answers. After analyzing the data, it was found that the pedagogical practices of teachers and managers, of both schools, have basic notions of sustainability, environmental education, and principles of sustainable schools, even if intrinsically in their practices, are punctual and others ramified over the years. It was possible to identify in the political pedagogical project, of both schools, some of the principles of sustainability and sustainable schools as the pedagogical assumptions, two of the pillars of sustainable school (curriculum and democratic management), focusing on subjects such as geography and natural sciences. However, it is necessary for teachers to be able to incorporate environmental education issues into their plans, together with the school's political and pedagogical project, and it is possible to ascertain that teachers and managers of schools A and B have basic notions of sustainability, environmental education, and the principles of sustainable schools, even if some of them are punctual.