Educators sustainable spaces implementation: a study of case in public schools in Poços de Caldas, Brazil

Authors

  • Lílian Ferreira Gomes da Silva Universidade Federal de Alfenas, Poços de Caldas, MG
  • Alexandre Silveira Universidade Federal de Alfenas, Poços de Caldas, MG https://orcid.org/0000-0001-9479-4670

DOI:

https://doi.org/10.5902/2236130819488

Keywords:

Environmental and sustainability education program, School community participatory, Alternative technologies in the school

Abstract

Environmental anthropogenic problems are faced everyday trying to minimize impacts, alternative solutions and changes of paradigms. Each individual as part of a society has the responsibility to promote attitudes and actions that involves sustainability. This urgency creates new proposals in the education field, prioritizing socio-environmental quality of life. Sustainable Educators Spaces (SES in Brazil) are important tools to schools incubating changes. This case study aims to investigate the establishment of an EES in a school, analyzing the efficiency and the possibilities to promote education for sustainability. The transition to sustainability in schools is believed to happen in three inter-related dimensions: physical space, management and curriculum. Thus the physical space was changed in conciliation with managers and teachers, elaborating an Environmental and Educational Program aiming to maintain a permanent program. The data about the evaluation of the EES implantation were obtained by the very people involved in the school context: students, teachers and managers. The tools to collect the data were questionnaire, semi structured interview and content analyses. The results enable the observation that the EES were built under a democratic management and sustainable practical knowledge inclusion in the School Pedagogical Project and changes in the physical space searching for the proper technology in order to achieve water, power and sanitation efficiency and proper disposal of waste. Schools incubating changes are possible through school community engagement and mobilization building sustainable communities.

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Author Biographies

Lílian Ferreira Gomes da Silva, Universidade Federal de Alfenas, Poços de Caldas, MG

Mestra em Ciência e Engenharia Ambiental. Graduada em Pedagogia pela PUC-MG, possui pós-graduações em Biologia, Educação Ambiental e Desenvolvimento Sustentável.

Alexandre Silveira, Universidade Federal de Alfenas, Poços de Caldas, MG

Possui graduação em Engenharia Civil pela Universidade Estadual Paulista, Mestrado e Doutorado em Hidráulica e Saneamento pela Universidade de São Paulo, Escola de Engenharia de São Carlos. 

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Published

2015-12-07

How to Cite

Silva, L. F. G. da, & Silveira, A. (2015). Educators sustainable spaces implementation: a study of case in public schools in Poços de Caldas, Brazil. Monografias Ambientais, 15(1), 288–301. https://doi.org/10.5902/2236130819488

Issue

REMOA, V. 15, N. 1, JAN.-APR., 2016

Section

ENVIRONMENTAL EDUCATIVE PRACTICES

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