A Agenda 21, apresentada neste trabalho, foi um dos principais resultados da Conferência das Nações Unidas sobre Meio Ambiente e Desenvolvimento – CNUMAD, Rio-92. Com o objetivo de analisar a experiência de quatro cidades brasileiras, duas metrópoles – São Paulo e Rio de Janeiro – e duas cidades litorâneas de médio porte – Santos e Florianópolis – no desenvolvimento de suas Agendas 21 Locais, procurou-se caracterizar os processos empregados em sua construção. Para isso, utilizaram-se como instrumentos metodológicos a pesquisa bibliográfica, a pesquisa documental, e a entrevista com a aplicação de formulário semi-estruturado. A Cidade de São Paulo foi a primeira capital brasileira a iniciar o processo de construção da Agenda 21 Local, incorporando setores governamentais, não-governamentais e sociedade civil, em momentos distintos. Na Cidade do Rio de Janeiro foi o Fórum 21 o responsável pelo desenvolvimento da Agenda 21. Já a Agenda 21 Local de Santos teve início com o apoio do International Council for Local Environmental Initiatives - ICLEI. O Município de Florianópolis iniciou seu processo de discussão da Agenda 21 Local com a realização de um Seminário, criando-se, então, o Fórum Agenda 21 Local do Município de Florianópolis. As cidades de São Paulo, Rio de Janeiro, Santos e Florianópolis deram início, respectivamente em 1992, 1996, 1994 e 1997 ao processo de construção da Agenda 21, adotando, porém, metodologias diferentes. A descontinuidade administrativa impactou profunda e diferentemente os processos de São Paulo e Santos. As Agendas apresentam como características em comum a formalização dos grupos de trabalho através de decretos, a coordenação das Agendas nas Secretarias, ou órgão responsável pela gestão ambiental do município, a realização de reuniões e seminários para envolver a população e grupos mais diretamente ligados à construção das Agendas 21, a publicação de material correspondente, sendo alguns mais completos e consistentes e outros mais simplificados. Portanto, é de fundamental importância o estabelecimento de parcerias, o envolvimento da alta administração e o intercâmbio de experiências entre os municípios que construíram, ou estão em processo de construção, de sua Agenda 21 Local. Verifica-se, pelo estudo, a importância do município em contar com esse poderoso instrumento de planejamento, gestão ambiental e participação da sociedade. / Agenda 21 is one of the most important official documents ensuing from the 1992 United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro, Brazil. This research aims to analyze the Agenda 21 processes of development and implementation in four southeast Brazilian cities: the state capitals of São Paulo and Rio de Janeiro, and the medium size coastal cities of Santos and Florianopolis. The methodology comprised wide bibliographic and documentary topic research, followed by interviews with each of these cities´ mayors. A semi-structured question form to fill was specially designed. São Paulo went first in launching a democratic process to develop its local Agenda 21, recruiting governmental sectors and agencies, various environmental non-governmental organizations and civil rights groups, which joined in the project in different moments of the public debate. In Rio de Janeiro, a specific coordination group called “Forum 21" was created to be in charge of its local Agenda 21 development. As far as Santos is concerned, the development of its Agenda 21 was sponsored by the International Council for Local Environmental Initiatives - ICLEI. In Florianopolis, a city coordination board for the Local Agenda 21 process of development - “Fórum Agenda 21 Local do Município de Florianópolis" - issued from a previous seminar. The organizational debates phase in São Paulo, Rio de Janeiro, Santos and Florianópolis, in which each city adopted specific strategies both for the development and implementation of its own Agenda, began in 1992, 1996, 1994 e 1997, respectively. The unforeseen administrative discontinuity in São Paulo and Santos had a profound impact on the Agenda´s process of discussion in both cities. Among the common traits to the four local Agendas 21 were the official establishment of workgroups through decrees, the Agendas´ coordination either by the municipal Secretaries or other environment agencies, the organization of meetings and seminars to promote general public participation and especially the participation of groups related to the issue, and the final publication of documents whose contents varied from generic and simplified information to very complete and consistent material. This demonstrates the paramount importance of establishing partnerships; of the participation of both high level public officers and the general public and issue related NGOs; the exchanging of experiences among cities that already have their Agendas 21 or are in the process of developing them. This study also shows how these elements are strong tools to help local governments accomplish an efficient planning for their environmental management and citizenship promotion.

Das Leitbild einer nachhaltigen Entwicklung ist seit den frühen 90er Jahren zum Schlagwort für Lösungsansätze auf allen räumlichen Ebenen und für zahlreiche Institutionen und Handlungsfelder geworden. Darüber, was sich hinter dem Leitbild tatsächlich verbirgt, herrscht allerdings weder unter den Wissenschaftlern noch unter den Politikern und Vertretern gesellschaftlicher Gruppen Einigkeit. Eine genaue Operationalisierung in Politik und Planung steht noch in den Anfängen. In der vorliegenden Arbeit wird aufbauend auf politikwissenschaftlichen Erkenntnissen ein Verfahrensschema für eine schrittweise handlungsfeld- und lokalspezifische Konkretisierung von Nachhaltigkeit aufgezeigt und exemplarisch am Beispiel des Berliner Stadtverkehrs angewandt. Diesem Verfahrensschema entsprechend wird das Nachhaltigkeitskonzept zunächst auf Basis einer breiten Literaturauswertung analysiert. Dabei werden so genannte konsensuale und kontroverse Konzeptelemente unterschieden und eine eigene Position erarbeitet, die die konsensualen Konzeptelemente als obligatorisch für nachhaltige Planungsverfahren herausstellt. Im Hinblick auf die kontroversen Konzeptelemente werden begründete Prämissen darlegt. Eine wesentliche Grundlage für die Konkretisierung von Nachhaltigkeit im Verkehr und die Ableitung von Nachhaltigkeitsindikatoren für den Berliner Stadtverkehr bildet die Analyse von fünf nationalen und internationalen verkehrsbezogenen Nachhaltigkeitsstudien. Dabei wird ein weites Spektrum von Ansichten, Wissen und Erfahrungen zusammengeführt und verglichen; erfolgversprechende sowie problematische Ansätze werden aufgezeigt. Im Sinne einer "strategischen Nachhaltigkeitsplanung" erfolgt eine hierarchisierte Zielbildung mit Monitoringbausteinen. Diese wissenschaftliche Zielentwicklung (die immer auch Werturteile beinhaltet, da sie sich an den normativen Prinzipien der Nachhaltigkeit orientiert) sollte im Rahmen eines zweistufigen Prozesses einer politisch-partizipativen Zielentwicklung vorausgehen; sie liefert die erforderlichen Grundlagen für den lokalen Diskussions- und Entscheidungsprozess. Damit soll auch angedeutet werden, dass Nachhaltigkeit als ein iterativer Such- und Lernprozess zu verstehen ist. / Since the early 1990s the concept of sustainable development has been widely used in many areas and at all spatial levels. Nevertheless there is still no common understanding among scientists of what sustainable development actually means or how to define the concept and to deal with it in politics and planning. Based on findings by political scientists, the present thesis proposes a scheme for an incremental implementation of sustainable development - exemplified for urban transport in Berlin. Sustainable development is first analysed by a thorough literature survey which results in a distinction between consensual and controversial elements of the sustainability concept. The consensual elements are adopted and own views with regard to the controversial elements are specified for the following elaboration. In order to concretise sustainability in the transport area and to find indicators for sustainability in the transport sector of Berlin, five national and international studies are analysed. In terms of "strategic sustainability planning" a hierarchical definition of goals is presented with building blocks of a sustainability monitoring system. Within a participatory process on the regional level the results could be used in the Local Agenda 21 process and the on-going transport planning processes in Berlin.

A Agenda 21, apresentada neste trabalho, foi um dos principais resultados da Conferência das Nações Unidas sobre Meio Ambiente e Desenvolvimento – CNUMAD, Rio-92. Com o objetivo de analisar a experiência de quatro cidades brasileiras, duas metrópoles – São Paulo e Rio de Janeiro – e duas cidades litorâneas de médio porte – Santos e Florianópolis – no desenvolvimento de suas Agendas 21 Locais, procurou-se caracterizar os processos empregados em sua construção. Para isso, utilizaram-se como instrumentos metodológicos a pesquisa bibliográfica, a pesquisa documental, e a entrevista com a aplicação de formulário semi-estruturado. A Cidade de São Paulo foi a primeira capital brasileira a iniciar o processo de construção da Agenda 21 Local, incorporando setores governamentais, não-governamentais e sociedade civil, em momentos distintos. Na Cidade do Rio de Janeiro foi o Fórum 21 o responsável pelo desenvolvimento da Agenda 21. Já a Agenda 21 Local de Santos teve início com o apoio do International Council for Local Environmental Initiatives - ICLEI. O Município de Florianópolis iniciou seu processo de discussão da Agenda 21 Local com a realização de um Seminário, criando-se, então, o Fórum Agenda 21 Local do Município de Florianópolis. As cidades de São Paulo, Rio de Janeiro, Santos e Florianópolis deram início, respectivamente em 1992, 1996, 1994 e 1997 ao processo de construção da Agenda 21, adotando, porém, metodologias diferentes. A descontinuidade administrativa impactou profunda e diferentemente os processos de São Paulo e Santos. As Agendas apresentam como características em comum a formalização dos grupos de trabalho através de decretos, a coordenação das Agendas nas Secretarias, ou órgão responsável pela gestão ambiental do município, a realização de reuniões e seminários para envolver a população e grupos mais diretamente ligados à construção das Agendas 21, a publicação de material correspondente, sendo alguns mais completos e consistentes e outros mais simplificados. Portanto, é de fundamental importância o estabelecimento de parcerias, o envolvimento da alta administração e o intercâmbio de experiências entre os municípios que construíram, ou estão em processo de construção, de sua Agenda 21 Local. Verifica-se, pelo estudo, a importância do município em contar com esse poderoso instrumento de planejamento, gestão ambiental e participação da sociedade. / Agenda 21 is one of the most important official documents ensuing from the 1992 United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro, Brazil. This research aims to analyze the Agenda 21 processes of development and implementation in four southeast Brazilian cities: the state capitals of São Paulo and Rio de Janeiro, and the medium size coastal cities of Santos and Florianopolis. The methodology comprised wide bibliographic and documentary topic research, followed by interviews with each of these cities´ mayors. A semi-structured question form to fill was specially designed. São Paulo went first in launching a democratic process to develop its local Agenda 21, recruiting governmental sectors and agencies, various environmental non-governmental organizations and civil rights groups, which joined in the project in different moments of the public debate. In Rio de Janeiro, a specific coordination group called “Forum 21” was created to be in charge of its local Agenda 21 development. As far as Santos is concerned, the development of its Agenda 21 was sponsored by the International Council for Local Environmental Initiatives - ICLEI. In Florianopolis, a city coordination board for the Local Agenda 21 process of development - “Fórum Agenda 21 Local do Município de Florianópolis” - issued from a previous seminar. The organizational debates phase in São Paulo, Rio de Janeiro, Santos and Florianópolis, in which each city adopted specific strategies both for the development and implementation of its own Agenda, began in 1992, 1996, 1994 e 1997, respectively. The unforeseen administrative discontinuity in São Paulo and Santos had a profound impact on the Agenda´s process of discussion in both cities. Among the common traits to the four local Agendas 21 were the official establishment of workgroups through decrees, the Agendas´ coordination either by the municipal Secretaries or other environment agencies, the organization of meetings and seminars to promote general public participation and especially the participation of groups related to the issue, and the final publication of documents whose contents varied from generic and simplified information to very complete and consistent material. This demonstrates the paramount importance of establishing partnerships; of the participation of both high level public officers and the general public and issue related NGOs; the exchanging of experiences among cities that already have their Agendas 21 or are in the process of developing them. This study also shows how these elements are strong tools to help local governments accomplish an efficient planning for their environmental management and citizenship promotion.

A Educação Ambiental - EA - é uma área emergente do saber. Muitas das atividades desenvolvidas em EA, ainda carecem de metodologias e práticas mais definidas, devido a própria natureza reflexiva e aberta desse campo educacional. Com o fim de avaliar a EA na educação formal nos dois diferentes níveis do ensino básico - ensino fundamental e médio, do município de São Carlos, estado de São Paulo, o presente trabalho apresenta um diagnóstico realizado através do levantamento de informações junto aos órgãos da educação pública, escolas e universidades sobre o desenvolvimento de projetos, programas, disciplinas e instrumentos em educação ambiental aplicado nas escolas públicas. A região de São Carlos destaca-se dentro do estado de São Paulo nas atividades voltadas às questões ambientais, tendo como um relevante indicativo o envolvimento em projetos ambientais de organizações civis de interesses públicos (ONG\'s, OSCIPS etc), universidades governamentais e não governamentais e do núcleo de educação ambiental da bacia do Alto Jacaré-Guaçu. Em função desta demanda, torna-se indispensável a existência de um diagnóstico capaz de orientar e fomentar iniciativas e ações a serem desenvolvidas em EA, pautadas em dados reais que subsidiem e contextualizem na realidade local os objetivos e diretrizes de um programa educacional. O diagnóstico realizado foi sistematizado através de questionários e entrevistas durante os meses de setembro de 2001 e abril de 2002, junto às 27escolas estaduais do ensino fundamental e médio e 08 escolas municipais do ensino fundamental do município de São Carlos - SP. A análise exploratória dos resultados da pesquisa foi baseada em estatística descritiva. A metodologia empregada procurou compor um censo diagnóstico de caráter investigativo e analítico, realizado em etapas rigorosamente implementadas, favorecendo a verificação dos processos educacionais desenvolvidos no âmbito escolar que envolveram a EA em suas práticas pedagógicas, bem como o grau de envolvimento com os demais segmentos de uma sociedade, como a são-carlense, que se destaca nacionalmente em educação, ciência e tecnologia. Os resultados mostraram que a inserção da temática ambiental no currículo escolar ainda é bastante tímida e insipiente, e carece de um suporte mais efetivo não só do ponto de vista da legislação, mas principalmente da busca de motivações dos profissionais da educação e das políticas públicas locais, que devem mostrar-se mais comprometidas com uma prática pedagógica particularmente preocupada com as questões sócio-ambientais. O diagnóstico ainda visou contribuir com a construção da agenda 21 do município de São Carlos, dentro do cenário de políticas públicas na área da Educação que inclua a temática ambiental com enfoque no desenvolvimento sustentável. / The Environmental Education - EE - is an emergent area of knowledge. A lot of activities developed in EE are still lacking in more definite methodologies and practices, due to the own reflex and open nature of this educational field. Aiming to value the EE at formal education in the two different levels of basic education - primary and secondary education, of Sao Carlos city, state of Sao Paulo, the present work shows a diagnosis carried out through the survey of information together with public education bureaus, schools and universities, about projects development, programs, subjects and instruments in environmental education applied at public schools. The region of Sao Carlos stands out, inside the state of Sao Paulo, at activities turned to environmental questions. An important indicator of this involvement are environmental projects of civil organization (ONG - Non-Government Organization, OSCIP - Civil Society of Public Interest Organization, etc), government and non-government universities, and of the núcleo de educação ambiental da bacia do Alto Jacaré-Guaçu (Nucleus of Environmental Education of Alto Jacaré-Guaçu Basin). Due to this demand, it becomes indispensable the existence of a diagnosis capable of advising and stimulating initiatives and actions to be developed in EE, based on real data that subsidize and give context at the local reality the objectives and directives of an educational program. The carried out diagnosis was organized through questionnaires and interviews on September, 2001 and April, 2002, together with 27 state schools from primary and secondary education and 08 municipal schools from primary education of Sao Carlos city - SP. The analysis exploration of research results was based on descriptive statistics. The applied methodology tried to make a diagnosis census of investigative and analytic character, elaborated in strictly implemented steps, favoring the checking of developed educational processes in school scope, that involved the EE in their pedagogical practices , as well as the involvement degree with other segments of a society, as from Sao Carlos, which stands out, nationally, in education, science and technology. The results showed that the inclusion of environmental subject matter in school curriculum is still enough shy, lacking a more effective support, not only from the legislation point of view, but mainly from the search of motivation of the education professionals and local public polices, that must show themselves more compromised with a pedagogical practice particularly worried about social-environmental issues. The diagnosis had still aimed to contribute to the construction of agenda 21 of Sao Carlos city, inside the setting of public polices in education field which includes the environmental subject matter, with focus on supporting development.

År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna. / In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

<p>År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna.</p> / <p>In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.</p>

A Educação Ambiental - EA - é uma área emergente do saber. Muitas das atividades desenvolvidas em EA, ainda carecem de metodologias e práticas mais definidas, devido a própria natureza reflexiva e aberta desse campo educacional. Com o fim de avaliar a EA na educação formal nos dois diferentes níveis do ensino básico - ensino fundamental e médio, do município de São Carlos, estado de São Paulo, o presente trabalho apresenta um diagnóstico realizado através do levantamento de informações junto aos órgãos da educação pública, escolas e universidades sobre o desenvolvimento de projetos, programas, disciplinas e instrumentos em educação ambiental aplicado nas escolas públicas. A região de São Carlos destaca-se dentro do estado de São Paulo nas atividades voltadas às questões ambientais, tendo como um relevante indicativo o envolvimento em projetos ambientais de organizações civis de interesses públicos (ONG\'s, OSCIPS etc), universidades governamentais e não governamentais e do núcleo de educação ambiental da bacia do Alto Jacaré-Guaçu. Em função desta demanda, torna-se indispensável a existência de um diagnóstico capaz de orientar e fomentar iniciativas e ações a serem desenvolvidas em EA, pautadas em dados reais que subsidiem e contextualizem na realidade local os objetivos e diretrizes de um programa educacional. O diagnóstico realizado foi sistematizado através de questionários e entrevistas durante os meses de setembro de 2001 e abril de 2002, junto às 27escolas estaduais do ensino fundamental e médio e 08 escolas municipais do ensino fundamental do município de São Carlos - SP. A análise exploratória dos resultados da pesquisa foi baseada em estatística descritiva. A metodologia empregada procurou compor um censo diagnóstico de caráter investigativo e analítico, realizado em etapas rigorosamente implementadas, favorecendo a verificação dos processos educacionais desenvolvidos no âmbito escolar que envolveram a EA em suas práticas pedagógicas, bem como o grau de envolvimento com os demais segmentos de uma sociedade, como a são-carlense, que se destaca nacionalmente em educação, ciência e tecnologia. Os resultados mostraram que a inserção da temática ambiental no currículo escolar ainda é bastante tímida e insipiente, e carece de um suporte mais efetivo não só do ponto de vista da legislação, mas principalmente da busca de motivações dos profissionais da educação e das políticas públicas locais, que devem mostrar-se mais comprometidas com uma prática pedagógica particularmente preocupada com as questões sócio-ambientais. O diagnóstico ainda visou contribuir com a construção da agenda 21 do município de São Carlos, dentro do cenário de políticas públicas na área da Educação que inclua a temática ambiental com enfoque no desenvolvimento sustentável. / The Environmental Education - EE - is an emergent area of knowledge. A lot of activities developed in EE are still lacking in more definite methodologies and practices, due to the own reflex and open nature of this educational field. Aiming to value the EE at formal education in the two different levels of basic education - primary and secondary education, of Sao Carlos city, state of Sao Paulo, the present work shows a diagnosis carried out through the survey of information together with public education bureaus, schools and universities, about projects development, programs, subjects and instruments in environmental education applied at public schools. The region of Sao Carlos stands out, inside the state of Sao Paulo, at activities turned to environmental questions. An important indicator of this involvement are environmental projects of civil organization (ONG - Non-Government Organization, OSCIP - Civil Society of Public Interest Organization, etc), government and non-government universities, and of the núcleo de educação ambiental da bacia do Alto Jacaré-Guaçu (Nucleus of Environmental Education of Alto Jacaré-Guaçu Basin). Due to this demand, it becomes indispensable the existence of a diagnosis capable of advising and stimulating initiatives and actions to be developed in EE, based on real data that subsidize and give context at the local reality the objectives and directives of an educational program. The carried out diagnosis was organized through questionnaires and interviews on September, 2001 and April, 2002, together with 27 state schools from primary and secondary education and 08 municipal schools from primary education of Sao Carlos city - SP. The analysis exploration of research results was based on descriptive statistics. The applied methodology tried to make a diagnosis census of investigative and analytic character, elaborated in strictly implemented steps, favoring the checking of developed educational processes in school scope, that involved the EE in their pedagogical practices , as well as the involvement degree with other segments of a society, as from Sao Carlos, which stands out, nationally, in education, science and technology. The results showed that the inclusion of environmental subject matter in school curriculum is still enough shy, lacking a more effective support, not only from the legislation point of view, but mainly from the search of motivation of the education professionals and local public polices, that must show themselves more compromised with a pedagogical practice particularly worried about social-environmental issues. The diagnosis had still aimed to contribute to the construction of agenda 21 of Sao Carlos city, inside the setting of public polices in education field which includes the environmental subject matter, with focus on supporting development.

This diploma thesis discusses the evaluation of the extent and way of using the social network called Facebook by the municipalities of the Central Bohemia Region, participating in the local Agenda 21. The subjects of the research are official Facebook pages of the municipalities on the mentioned social network. Emphasis is placed on revealing the relationships between the characteristics of individual municipalities and their activity, or the way of using Facebook. The theoretical part of the thesis provides definitions of the basic terms and the theoretical background. The research questions are formulated in the Methodology chapter. They are answered in the research section of this thesis by using combination of research methods. Official Facebook pages were created by four municipalities (until the 1 January 2016) from total number of twelve municipalities and small municipalities, participating in the local Agenda 21 in the Central Bohemian Region. According to the results of the econometric analysis, the higher the unemployment rate in these municipalities, the more likely it is that the municipality has an official Facebook page.

The diploma thesis is focused on community attitudes to growth of city part Prague 13. The aim is to evaluate using of planning designs witch lay on community and participative attitudes. Theoretical part of thesis describes community planning with its roles, principals, tools and also describes evaluation of land planning, strategy planning and planning of social services. Theoretical part is focused on process and plan of participation with its methods and risks. Practical part describes characteristic of Prague 13, community attitudes to strategy progress of land, land planning, planning of social services and evaluation of the local Agenda 21. One part of the thesis compares city part Prague 13 with city part Prague 9 in evaluating of community attitudes and methods of participation. The result of comparison is the more extensive use of community attitudes and methods of participation in city part Prague 13 compared city part Prague 9. The diploma thesis brings a complex view and evaluation of community attitudes and participation between citizens and city part Prague 13. Closing part brings a recommendation for increasing participation of citizens in part of planning.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-13T15:29:32Z No. of bitstreams: 1 LiviaGarcezdeOliveiraPadilha.pdf: 7646695 bytes, checksum: 913afefbfb62a8e9574741aca715fc88 (MD5) / Made available in DSpace on 2015-03-13T15:29:32Z (GMT). No. of bitstreams: 1 LiviaGarcezdeOliveiraPadilha.pdf: 7646695 bytes, checksum: 913afefbfb62a8e9574741aca715fc88 (MD5) Previous issue date: 2012 / Banco Santander / Banespa / Milton Valente / Os desafios para atender à sustentabilidade global permeiam ações em nível local. Todavia, existem dificuldades ao coordenar diferentes atores sociais para que estes possam atingir objetivos comuns em prol do desenvolvimento sustentável local. A Agenda 21 é um exemplo de projeto que, dentre outras ações, prevê a constituição de uma rede de pessoas, chamada Fórum de Agenda 21 ao nível local. A presente dissertação tem como tema a governança de redes sociais para o desenvolvimento sustentável. O objetivo principal é compreender os construtos que caracterizam esta governança de redes sociais em quatro Fóruns Locais de Agenda 21 no Rio Grande do Sul. O estudo aborda temas como: desenvolvimento sustentável local, redes e governança em sua fundamentação teórica. De natureza qualitativa-quantitativa e caráter exploratório, o estudo utilizou tanto a Análise de Redes Sociais ARS, quanto técnicas de observação, entrevistas semi-estruturadas e análise documental. Os fenômenos empíricos da investigação agregaram quatro redes sociais, formadas pelos Fóruns de AG21L dos municípios de São Lourenço do Sul, Gravataí, Ijuí e Vacaria, todos localizados no Rio Grande do Sul. Dentre os resultados da pesquisa destaca-se a identificação de um conjunto de construtos, formado por: interesses, objetivos comuns, alinhamento, normas, envolvimento, recursos, comunicação, densidade e centralização. Os resultados da pesquisa demonstram que este conjunto de construtos de governança poderá facilitar o alcance de objetivos comuns, sejam eles resultados específicos da Agenda 21 Local, ou de outra rede social. A identificação dos construtos teve contribuição no campo teórico, já que a abordagem de governança de redes sociais é uma temática nova e ainda pouco explorada no meio acadêmico. A análise das características de governança poderá auxiliar outras redes sociais a terem mais oportunidades e aprenderem umas com as outras. Sendo assim, com os construtos foi possível avançar e trazer uma preposição de boas práticas que concernem à interação entre os atores de redes sociais / The challenges to meet global sustainability permeate actions at the local level. However, there are difficulties in coordinating different social actors so they can achieve common goals in support of local sustainable development. Agenda 21 is an example of a project that, among other things, provides for the establishment of a social network, called Agenda 21 Forum at the local level. The present dissertation theme treats the governance of social networks for the local sustainable development. The main objective is to understand the constructs that characterize this governance of social networks of Agenda 21 Local Boards from Rio Grande do Sul. In its theoretical foundation the study addresses issues such as: local sustainable development, networks and governance. As a qualitative-quantitative investigation with an exploratory character, the study used Social Network Analysis - ARS, observation techniques, semi-structured interviews and documentary analysis. The empirical phenomena of the investigation were four social networks, Local Boards of Agenda 21 formed by the cities of São Lourenço do Sul, Gravataí, Ijuí and Vacaria, all located in Rio Grande do Sul. Among the study results are a set of constructs formed by: interests, common goals, alignment, rules, engagement, resources, communication, density and centralization. It is believed that the set of constructs of governance might facilitate the achievement of common goals, whether they are specific results of the Local Agenda 21, or other social network. The identification of the constructs had a contribution in the theoretical field, as the approach to governance of social networks is a new theme and still little explored in academic circles. This analysis of the characteristics of governance may assist other social networks to have more opportunities and learn from each other. Thus, with the constructs was possible to advance and bring a preposition of good practices that concern the interaction between actors in social networks