Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-10-04T14:20:21Z No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-05T11:39:15Z (GMT) No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) / Made available in DSpace on 2018-10-05T11:47:47Z (GMT). No. of bitstreams: 1 DISSERTA??O P?S DEFESA.pdf: 2096060 bytes, checksum: 2fd2a49da7421f0de572467ed222cc3c (MD5) Previous issue date: 2018-01-24 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This research integrate the line of research named ?Theories and Cultures in Education?, of the Graduate Program in Education of the Pontif?cia Universidade Cat?lica of Rio Grande do Sul - PUCRS. The research problem/question aims to understand how ecological practices are related to innovation in education, in a general way and, specifically, in the schools of the "Map of Innovation and Creativity in Basic Education" from the Ministry of Education (BRASIL, 2015) in S?o Paulo/SP. The specific questions are: how does this public policy understand innovation in education; what are the perspectives of the schools selected for the Map regarding their practices; how does the innovative character point to the position of "environmental" indicators such as sustainability and ecology. The general objective is to investigate how the relationships between educational innovation and ecological practices are experienced in the schools of the Map of Innovation and Creativity in Basic Education in the city of S?o Paulo/SP. The specific objectives of the research are: a) to describe how the conception of innovation is transposed from the corporate field to that of education; b) analyze the criteria used by the Evaluation Committee of the MEC for the selection of innovative and creative schools; c) to observe the perspectives of the selected schools on their innovations and how they articulate them in their daily life; d) identify the presence/ absence of an environmental approach in these institutions, describing their particularities. The theoretical framework dialogues with the concepts of innovation and education as they emerge in the literature, but, mainly, how they are received and re-signified from the empirical field. The methodology used includes documentary analysis and participant observation. As ethical care, it was used a letter of presentation directed to the school and verbal consent of the people contacted, obtained by telephone. The identity of schools and interlocutors has been preserved. Results: it was possible to identify different relationships between education, innovation and ecology in the schools studied. From the recurrent themes that emerged from empirical research, nine categories of analysis were generated. Of these categories, a new division into three major groups proposes an integrated view of schools and their interactions with the central themes of the research. / O presente trabalho est? inserido na Linha de Pesquisa Teorias e Culturas em Educa??o, do Programa de P?s-gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul - PUCRS. O problema de pesquisa pretendeu compreender de que forma as pr?ticas ecol?gicas est?o relacionadas ? inova??o no campo da educa??o, de um modo geral e, em particular, nas Escolas pertencentes ao ?Mapa de Inova??o e Criatividade na Educa??o B?sica? (BRASIL, 2015) em S?o Paulo/SP. As perguntas espec?ficas s?o: de que forma essa pol?tica p?blica entende inova??o na educa??o; quais as perspectivas das escolas selecionadas para o Mapa a respeito de suas pr?ticas; como o car?ter inovador aponta para a posi??o dos indexadores ?ambientais? como a sustentabilidade e a ecologia. Objetivo geral: investigar como as rela??es entre inova??o educacional e pr?ticas ecol?gicas s?o experienciadas nas escolas pertencentes ao Mapa da Inova??o e Criatividade na Educa??o B?sica do Minist?rio da Educa??o localizadas. Os objetivos espec?ficos s?o: a) descrever como a concep??o de inova??o ? transposta do campo corporativo para o da educa??o; b) analisar os crit?rios utilizados pela Comiss?o Avaliadora do MEC para a sele??o das escolas inovadoras e criativas; c) observar as perspectivas das escolas selecionadas sobre suas inova??es e como as articulam em seu cotidiano; d) identificar a presen?a/aus?ncia de uma abordagem ambiental nessas institui??es, descrevendo suas particularidades. O marco te?rico dialoga com os conceitos de inova??o, educa??o e perspectivas ecol?gicas tal como emergem na literatura, mas, sobretudo, como s?o recebidos e ressignificados desde o campo emp?rico. A metodologia utilizada incluiu an?lise documental e observa??o participante. Como cuidados ?ticos foi utilizada carta de apresenta??o da pesquisa dirigida ? escola e consentimentos verbais das pessoas contatadas, obtidos por telefone. A identidade das escolas e dos interlocutores foi preservada. Resultados: foi poss?vel identificar diferentes rela??es entre educa??o, inova??o e ecologia nas escolas estudadas. A partir dos temas recorrentes que emergiram da pesquisa emp?rica, foram geradas nove categorias de an?lise. Dessas categorias, uma nova divis?o em tr?s grandes grupos prop?e uma vis?o integrada a respeito das escolas e suas intera??es com os temas centrais da pesquisa.